Journal of Education for Sustainable Development

Publisher: SAGE Publications

Description

  • Impact factor
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  • 5-year impact
    0.00
  • Cited half-life
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  • Other titles
    Journal of education for sustainable development (Online)
  • ISSN
    0973-4082
  • OCLC
    173640632
  • Material type
    Document, Periodical, Internet resource
  • Document type
    Internet Resource, Computer File, Journal / Magazine / Newspaper

Publisher details

SAGE Publications

  • Pre-print
    • Author can archive a pre-print version
  • Post-print
    • Author cannot archive a post-print version
  • Restrictions
    • 12 months embargo
  • Conditions
    • On author website, repository and PubMed Central
    • On author's personal web site
    • Publisher copyright and source must be acknowledged
    • Publisher's version/PDF cannot be used
    • Post-print version with changes from referees comments can be used
    • "as published" final version with layout and copy-editing changes cannot be archived but can be used on secure institutional intranet
    • If funding agency rules apply, authors may use SAGE open to comply
  • Classification
    ​ yellow

Publications in this journal

  • [Show abstract] [Hide abstract]
    ABSTRACT: With the progress of the DESD, increasing numbers of researchers have been developing indicators to effectively measure the implementation of ESD in formal, informal and non-formal education. This paper aims to measure the implementation of ESD in secondary school curricula in three countries carrying the fingerprints of a developed (Germany), post-colonial (Mexico) and post-socialist (Romania) condition. The authors tested a set of four indicators measuring the depth and breadth of implementation. The results show that ESD continues to exist as (hyper-) specialized add-on knowledge in an overcrowded curriculum (Jucker, 2011) that seems to further differentiate between high- and low-status knowledge (Williams, 2008). The tested indicators offer an insight into the depth and breadth of ESD implementation across the entire curriculum.
    Journal of Education for Sustainable Development 03/2013; 7(1):95-112.
  • [Show abstract] [Hide abstract]
    ABSTRACT: Edited by Arjen E.J. Wals and Peter Blaze Corcoran. Netherlands: Wageningen Academic Publishers, 2012. 550 pages. (Ä) 69.00 (hardback) ISBN: 978-90-8686-203-0.
    Journal of Education for Sustainable Development 03/2013; 7(1):129-131.
  • [Show abstract] [Hide abstract]
    ABSTRACT: The policy and philosophy of school curriculum formation in this article is interpreted from phenomenological and critical pedagogy perspectives. The main features of the phenomenology, set against the instructional method for an individual’s development, and his/her relationship with the surroundings, are herein explicated. The distinction between these two methodological standpoints towards sustainable development results is presented using the Lithuanian case. The research hypotheses tested are: the Lithuanian common curriculum is not convenient for teaching dialogue and critical thinking and furthermore cannot help foster students’ abilities to understand unique world phenomena. Content analysis results of the national curriculum presented in this article help prove the tested hypotheses. Improving the curriculum appears to be merely an imitation of change and one that produces new instructions for setting limitations upon teachers’ creativity.
    Journal of Education for Sustainable Development 03/2013; 7(1):39-49.
  • [Show abstract] [Hide abstract]
    ABSTRACT: Sustainability as a concept, though well understood in general terms, is often politically captured by interest groups and as such expressed through issues like concern for global climate change or the need to develop more efficient energy sources, to address regional, national or international priorities. Education for sustainability as a concept similarly is generally becoming well understood; however, it is expressed in different ways by different educational communities.
    Journal of Education for Sustainable Development 03/2013; 7(1):113-124.
  • [Show abstract] [Hide abstract]
    ABSTRACT: Edited by Marcia Mackenzie, Paul Hart, Heesoon Bai and Bob Jickling. N.J.: Hampton Press, 2009. $37.50 (soft cover)
    Journal of Education for Sustainable Development 03/2013; 7(1):125-128.
  • [Show abstract] [Hide abstract]
    ABSTRACT: The article presents experience from a joint Czech–Kazakh project based on experiential education. The goal of the project was to develop trust and cooperation between various stakeholders to promote effective public participation in local sustainable development issues in Kazakhstan. The article describes the methodology of the programme and its evaluation. Despite the fact that the programme achieved its goals, its effectiveness was diminished by shortcomings in its implementation that are described in the article.
    Journal of Education for Sustainable Development 03/2013; 7(1):23-37.
  • [Show abstract] [Hide abstract]
    ABSTRACT: The Mara-Serengeti is an ecosystem of immense importance to both Kenya and Tanzania, contributing significantly to the economies of both countries and forming a rich biodiversity reservoir. This ecosystem is among the most threatened ecosystems on the African continent. Increasing human population density and changing lifestyles have escalated demand for ecosystem services including timber and non-timber forest products (NTFPs). These activities have resulted in reduced land productivity and threatened livelihoods. This environmental communication study is aimed at providing a link between effective environmental communication and participatory sustainable natural resource management. It sets out to identify and prioritize natural resource challenges within the Mara region. It subsequently contextualizes the available and effective communication sources and channels to promote participatory approaches to natural resource management in light of several pressures challenging the Mara region. Specific attributes of the community under study are also taken into account in addition to the correlation between the information source and the message.
    Journal of Education for Sustainable Development 03/2013; 7(1):65-74.
  • [Show abstract] [Hide abstract]
    ABSTRACT: Higher education institutions have been encouraged to prepare their graduates to be socially and environmentally responsible professionals. However, previous studies have found a slow uptake of education for sustainable development (ESD) in university curricula, particularly in non-environmental disciplines. This paper investigates the process of developing educational change for sustainability in an Australian university and the impact of such development on an area that has long been resistant to the sustainability initiative—accounting. The paper analyzes an approach that embraces a top-down research-led change and a bottom-up educational change for sustainability, linking university strategy, research concentration and institutional culture development with ESD in the case of accounting. This study examines issues of interest to higher education institutions engaged in accelerating the diffusion of ESD in non-environmental disciplines.
    Journal of Education for Sustainable Development 03/2013; 7(1):75-93.
  • [Show abstract] [Hide abstract]
    ABSTRACT: Given the fundamental objective of ESD—perspective change—it is increasingly being aligned with the theoretical foundation of Mezirow’s Transformative Learning. In 2008, Sipos et al. built upon this connection by proposing a matrix of learning objectives to assess ESD in formal settings. These objectives, grouped under the title of ‘Transformative Sustainability Learning’ (TSL), call for ESD initiatives to integrate heads, hands and heart (HHH) learning while facilitating a change in outlook and ultimately behaviour. Non-formal ESD is also critical to the agenda for change and has salient unique characteristics. Here a case study of an agroforestry initiative in western Kenya is used to test and adapt the TSL matrix of learning objectives to non-formal ESD. The findings contribute to the understanding of effective HHH approaches to ESD in non-formal settings and refining an effective tool for planning and evaluating programmes that fall within the TSL umbrella.
    Journal of Education for Sustainable Development 03/2013; 7(1):5-21.
  • [Show abstract] [Hide abstract]
    ABSTRACT: The sustainable development arguments we practiced in 1992 are now well rehearsed and as poignant as they were 20 years ago. Evidence compiled in the lead up to the forthcoming Rio Summit suggests that as a global community we have not learned to change. The question then becomes: what, if anything, have we learnt from this experience?
    Journal of Education for Sustainable Development 09/2012; 6(1):59-62.
  • [Show abstract] [Hide abstract]
    ABSTRACT: To address the important challenge of taking good care of India’s environment, substantial, good quality information is crucial. Unfortunately, pertinent information is in very short supply. Much of the nationally collected information lacks quality and is incomplete. Modern science has demonstrated that good information flows from an open, transparent process that welcomes participation of all interested parties. Such a broad based, open, participatory process should be established to develop a sound, comprehensive base of information on India’s environment.
    Journal of Education for Sustainable Development 09/2012; 6(2):269-275.
  • [Show abstract] [Hide abstract]
    ABSTRACT: South Africa is currently the world’s third most biodiverse country, with one of the highest concentrations of threatened biodiversity in the world. Emerging research reveals the increasing pressure on this biodiversity with many wild resources continuing to be utilised for livelihood purposes even within urban environments. The Rio conventions, particularly the CBD, call for an integrated approach to conservation that incorporates local environmental knowledge and practices. In a bid to market itself as globally competitive, South Africa’s Curriculum 2005 (C 2005) is primarily focused on Western-based scientific knowledge, which sidelines the contribution of indigenous knowledge systems (IKS) and ignores the holistic nature of indigenous worldviews. The Inkcubeko Nendalo programme is designed to revitalise cultural identity, showing children the value of local indigenous knowledge and cultural environmental values. The programme is currently being implemented at seven schools in the Eastern Cape, South Africa. The project’s contribution to local community environmental and heritage awareness, successes and challenges are discussed both at a local level and in response to the objectives signed in the Convention of Biodiversity (CBD) and sustainable development. The project offers solutions to not only effective local environmental education but also sustainable integrated community conservation practices, revealing that the maintenance of biodiversity and natural vegetation is as much in the interest of local communities’ well-being as it is of global conservation planners.
    Journal of Education for Sustainable Development 09/2012; 6(2):241-252.
  • [Show abstract] [Hide abstract]
    ABSTRACT: This article makes the case for the education sector an untapped opportunity to combat climate change. It sets forth a definition of Climate Change Education for Sustainable Development that is comprehensive and multidisciplinary and asserts that it must not only include relevant content knowledge on climate change, environmental and social issues, disaster risk reduction, and sustainable consumption and lifestyles, but also a focus on the institutional environment in which that content is learned to ensure that schools and education systems themselves are climate-proofed and resilient as well as sustainable and green. The article presents evidence-based findings on the factors that influence skills, attitude and behaviour change the most, in order to determine what works for formal and non-formal climate change education content, including environmental education, climate change and scientific literacy, and education for sustainable lifestyles and consumption. The evidence shows that educational interventions are most successful when they focus on local, tangible, and actionable aspects of sustainable development, climate change and environmental education, especially those that can be addressed by individual behaviour. Finally, given that the majority of evidence that exists is anecdotal, often in case study format without monitoring and evaluation processes in place that could lead to quantitative as well as qualitative data, the article highlights remaining questions and areas of research that need to be investigated in order to guide effective climate change education policy and practice.
    Journal of Education for Sustainable Development 09/2012; 6(2):191-206.
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    ABSTRACT: In Canada, a national framework proposes to integrate learning outcomes into existing K-12 curricula to teach the values, skills and behaviours of sustainability. This article describes a research project designed to identify existing curricula that may contribute to education for sustainable development (ESD). The province of Newfoundland and Labrador, Canada, has a tradition of developing bioregional curriculum resources that reflect the unique landscape, history and culture of the province. This article presents research investigating the Newfoundland curriculum to determine to what extent it correlates with, and teaches to, the values of ESD as represented by the Decade for Education for Sustainable Development (2005–14) initiative. High school students involved in a four-week unit of study were carefully observed, and the texts they generated were analysed for themes of pedagogical value in an attempt to determine the potential of the Newfoundland bioregional curriculum to foster values associated with ESD. It was found that literacy curricula containing imaginative, creative texts can be used to deepen student awareness of the cultural and living landscapes in which they dwell. Further research is needed to support the use of existing curricular resources and the development of new bioregional curricula specific to unique cultures, communities and bioregions across Canada and other countries.
    Journal of Education for Sustainable Development 09/2012; 6(2):327-340.
  • [Show abstract] [Hide abstract]
    ABSTRACT: Research is not just a simple application of research methods. It is undertaken by human beings who hold personal views on the environment. The way in which the researcher sees environmental changes may have an impact on the research questions and the choice of research practices. The researcher may be a contributor to cultural development either through influential research results, powerful theories or models, or through the choices of research orientations or personal preferences. These contributions are especially important in the research for education for sustainable development (ESD), where it is hard to avoid a stance on environmental change. In this article, the researchers of ESD describe their preferences for research. The descriptions are evaluated in reference to four research orientations to get a full-bodied perspective on research preferences and practices. The article gives a glimpse of the researchers’ own ideas about their work and its relation to environmental change.
    Journal of Education for Sustainable Development 09/2012; 6(2):313-326.
  • [Show abstract] [Hide abstract]
    ABSTRACT: Traditional communities remain a dominant feature in the Pacific and are key players in land and sea management. Fostering improved climate literacy is therefore essential to equip communities to respond to the current and future challenges posed by climate change in the region. Increased understanding and development of skills to respond to the impacts of climate change is being pursued by integrating all aspects of climate change across the school curriculum. This article examines some of the work being done on climate change education in the Pacific and the proposed development of strengthened approaches to climate change education, in particular highlighting the case of Kiribati.
    Journal of Education for Sustainable Development 09/2012; 6(2):219-235.
  • [Show abstract] [Hide abstract]
    ABSTRACT: This article presents an account of biodiversity education in a national teacher education project in Jamaica. Four case studies are examined here. Document analyses and interviews of educators and student teachers are used to explore how biodiversity was addressed in teacher education curricula, the processes and outcomes of learning in education for sustainable development (ESD) and how learning contributed to sustainable development. It concludes that the project facilitated ESD through whole college, cross-curricular, collaborative, thematic, active learning to varying degrees. Interdisciplinary approaches were achieved in extra-curricular clubs, but rarely in the discipline-bound college curricula. Few colleges included valuing or explored the controversial nature of biodiversity. Ecological, social, cultural and economic outcomes are identified; however, systemic interconnections of these dimensions are limited.
    Journal of Education for Sustainable Development 09/2012; 6(2):253-267.
  • [Show abstract] [Hide abstract]
    ABSTRACT: The article discusses the internationalising of informal experiential learning as a pedagogical intervention for sustainable development education in the curriculum of built environment disciplines in the United States (US). A group of American students in the School of Planning, Design and Construction at Michigan State University participated in an overseas study incorporating a visit to the World Expo 2010 held in Shanghai, China. The analysis of the impact of the experience points to the need for a transnational perspective as an effective pedagogical intervention for sustainability education in the curriculum of built environment disciplines.
    Journal of Education for Sustainable Development 09/2012; 6(2):341-354.

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