Journal of Education for Sustainable Development

Publisher: SAGE Publications


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  • Other titles
    Journal of education for sustainable development (Online)
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  • Material type
    Document, Periodical, Internet resource
  • Document type
    Internet Resource, Computer File, Journal / Magazine / Newspaper

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SAGE Publications

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    • Author cannot archive a post-print version
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    • On author website, repository and PubMed Central
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    ​ yellow

Publications in this journal

  • [Show abstract] [Hide abstract]
    ABSTRACT: Colonizing processes take many forms. Although they are generally related to the use of force, they may also happen through subtler means such as education, and subconsciously, whenever educational proposals are designed to suit a wide variety of contexts. This essay suggests that environmental pedagogies should be based on a dialogical mindset and methods, where all participants are seen as subjects and there is no desire to coerce, seduce, correct, convert or persuade others. Based on the bibliographical review, the article unveils the concept of dialogue and recommends four important skills for the creation of dialogical spaces. In times when cultural standardization leads to environmental degradation, dialogical pedagogies foster a better comprehension of individuals’ and collectives’ identities and, by doing so, collaborate with the maintenance of socio-diversity.
    Journal of Education for Sustainable Development 09/2014; 8(2):143-154.
  • [Show abstract] [Hide abstract]
    ABSTRACT: The purpose of this article is to provide an overview of the cross-institutional assessment of sustainable development practices in the University of Gondar (UoG). The focus of the assessment was the level of UoG academic departments’ integration of sustainability concerns in teaching, research and community service. Management contributions to sustainable development, student initiatives on sustainability issues and policy statements about sustainable development of UoG were also considered in the assessment. The data collection was based on the Unit-based Sustainability Assessment Tool (USAT); in addition, supplementary information was collected through observations across the four campuses of UoG from January to February 2012. The result of the assessment showed that only a few academic departments have incorporated sustainability concerns in their curricula and teaching approach. The initiation and commitment of academic departments in mainstreaming sustainability concerns in the research and community service delivered were relatively poor. The operation and management of UoG showed inadequate sustainable development practices on waste management, energy utilization and purchasing from environment-friendly companies. In addition, the written policy and statements of UoG did not reflect sustainability in an explicit manner. The university is expected to respond to the key themes defined through sustainability declarations on higher education; there is also a need to establish the relevance of these in relation to the systemic environment. From the study undertaken, we have learnt that sustainability assessment of universities using USAT will be more valuable, if universities have already initiated the embedding of sustainability so that USAT can be used to benchmark the continual improvement.
    Journal of Education for Sustainable Development 07/2014; 8(1):65-76.
  • Journal of Education for Sustainable Development 01/2014; 8(2):1-15.
  • [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.
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    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: 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: 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 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.
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    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.
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    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.
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    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.