Journal of Education for Sustainable Development Impact Factor & Information

Publisher: SAGE Publications

Current impact factor: 0.00

Impact Factor Rankings

Additional details

5-year impact 0.00
Cited half-life 0.00
Immediacy index 0.00
Eigenfactor 0.00
Article influence 0.00
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

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    • Author can archive a pre-print version
  • Post-print
    • Author can archive a post-print version
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    • Authors retain copyright
    • Pre-print on any website
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    • On other repositories including PubMed Central after 12 months embargo
    • Publisher copyright and source must be acknowledged
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    • 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
    • Must link to publisher version with DOI
    • Publisher last reviewed on 29/07/2015
  • Classification

Publications in this journal

  • Journal of Education for Sustainable Development 09/2015; 9(2):213-228. DOI:10.1177/0973408215588255
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    ABSTRACT: Documentary Film, Directed by Ben Knight and Travis Rummel. Presented by Patagonia, 2014, 87 minutes (52 minutes classroom version available). Grade Level: 7–12, College, Adults.
    Journal of Education for Sustainable Development 09/2015; 9(2):233-234. DOI:10.1177/0973408215600605
  • Source

    Journal of Education for Sustainable Development 09/2015; 9(2):121-123. DOI:10.1177/0973408215600601
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    ABSTRACT: This article explores prospects for community-based water resources management in Tlokoeng Valley, in the northern district of Lesotho. A qualitative survey was conducted to establish the pre-knowledge of the valley community. This provided a basis for a community education programme on wetlands conservation. Fifteen focus group interviews (FGIs) were conducted with 105 participants from four villages in the valley. An in-depth analysis of the responses was undertaken to determine emerging environmental worldviews. The findings of the study indicate the community’s limited knowledge of the ecological/scientific value of wetlands, influences of modernism and/or the risk of the ‘tragedy of the commons’ in the use of wetland resources. The occurrence of indigenous epistemology commensurate with ecocentrism was also limited. It is argued that education interventions should be enabling learning experiences that are community driven, and should integrate evidence-based citizen science activities, such as miniSASS, and draw on the theory of lehae-la-rona1 for its potential to create a sense of connectedness with the environment.
    Journal of Education for Sustainable Development 09/2015; 9(2):196-212. DOI:10.1177/0973408215588254
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    ABSTRACT: Inclusion of education for sustainable development (ESD) in the curricula of universities, and in many forums, has been promoted for over a decade. Despite this apparent enthusiasm, there is little to show that ESD has been implemented in most universities. In Australia, surveys indicate an interest in ESD but it is rarely a part of the curriculum. Having identified barriers to the adoption of ESD and building on past experience with curriculum change at RMIT, we undertook the Beyond Leather Patches project to introduce ESD into two discipline fields. Using an action learning approach, where academics were involved in audits of their courses/subjects, workshops and renewal of their curricula, the project led to new and revised courses and more capable academic staff. From the experiences of the project, the framework reported in this article was developed to guide within RMIT and at other universities who are seeking a process to implement ESD.
    Journal of Education for Sustainable Development 09/2015; 9(2):137-159. DOI:10.1177/0973408215588246

  • Journal of Education for Sustainable Development 09/2015; 9(2):126-136. DOI:10.1177/0973408215588243

  • Journal of Education for Sustainable Development 09/2015; 9(2):229-232. DOI:10.1177/0973408215588256
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    ABSTRACT: This article presents a case study of a ‘Sociology of Food’ course premised on issues of social justice and ethical and sustainable food practices. Through sustainability-inspired service-learning projects, students learn about the consequences of the industrial food system (e.g., farm-to-plate issues, local and organic options, animal welfare), as well as alternative, sustainable choices available to them in their communities and on campus. Students also learn about food insecurity and social justice through carefully chosen readings and assignments and experiential activities such as class trips and civic engagement projects. This particular case study illustrates the merits of sustainability curriculum coupled with service learning, through a ‘special topics’ course that adopts a sociological perspective on food.
    Journal of Education for Sustainable Development 06/2015; 9(1):90-100. DOI:10.1177/0973408215569118
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    ABSTRACT: The Republic of Korea (ROK) has officially declared its national vision of green growth, and actively develops and implements policies related to education for sustainable development (ESD), green growth education (GGE) and climate change education (CCE). Over the Decade of ESD, the ROK experienced three administrations which have taken different approaches to sustainable development (SD). In June 2005, the president of Korea announced the ‘National Vision for Sustainable Development’ and the government enacted the Basic Law on Sustainable Development in August 2007 for the systemization of ESD. The government change in 2008 brought about a huge shift in the national trend concerning SD. The new administration adopted the policy of ‘Low Carbon, Green Growth’ and formed the Presidential Committee on Green Growth (PCGG). In Korea’s present system, ESD is implemented by central governmental organizations, major institutions, the governmental commissions, local governments, civil organizations, etc. In particular, the establishment of the Korean National Commission for UNESCO on ESD in 2009 along with the release of the Green Growth Education Activation Plan created an enabling environment for GGE and ESD implementation. The new Park Geun-hye administration entered office in 2013 and has geared all the policies towards promoting the social well-being of all Korean citizens. This has served to counterbalance the previous Lee administration’s focus on the green economy and to set the stage for holistic approaches to ESD in the country.
    Journal of Education for Sustainable Development 06/2015; 9(1):78-89. DOI:10.1177/0973408215569116
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    ABSTRACT: Recognizing the significance of education in promoting sustainable development (SD), China has developed a number of policies and initiatives relating to education for sustainable development (ESD) and climate change education (CCE). The article first reviews China’s national policies and initiatives with regard to SD, climate change, education, ESD and CCE. Second, it investigates the educational approaches adopted in the implementation of ESD and CCE in China, including the establishment of ESD schools and districts, curriculum development, the promotion of the ESD teaching and learning model, thematic activities, and the monitoring and evaluation mechanism. Third, a number of characteristics of ESD in China are analyzed in the article. For example, ESD in China is considered as a way to quality education; and it follows a whole school approach and often requires cross-sectoral cooperation. Last, the article identifies several main challenges faced with the ESD and CCE work in China and provides some feasible solutions to these challenges.
    Journal of Education for Sustainable Development 06/2015; 9(1):62-77. DOI:10.1177/0973408215569114

  • Journal of Education for Sustainable Development 06/2015; 9(1):1-3. DOI:10.1177/0973408215569108
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    ABSTRACT: This article maps and explains Brazil’s policies, strategies, plans and initiatives related to Climate Change Education (CCE), in the overall context of Environmental Education (EE) and Education for Sustainable Development (ESD). The case of Brazil offers useful insights on how to enhance climate response through education because of its unique strength in climate policy making and its established EE tradition. The article traces the development of EE in Brazil and provides an overview of the relations between EE and climate change legislations and public policies. Although Brazil established a strong legal framework for EE and the Ministries of the Environment and Education have adopted a number of initiatives to implement the EE policies, climate change legislation addresses education rather superficially. Many other challenges remain, including fully integrating EE in the mainstream work of the Ministry of Education, enhancing the impact of EE policies and programmes, and creating synergies between EE and a number of climate-related education initiatives developed in other areas such as science and technology.
    Journal of Education for Sustainable Development 06/2015; 9(1):44-61. DOI:10.1177/0973408215569113
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    ABSTRACT: In our day, leaders involved in ingenious sustainable development projects plan spaces and implement practices that are beneficial to the environment. These initiatives represent a fertile source of information on the competences linked to environmental design that we should nurture in our students. In view of improving our understanding of the competences that should be developed in environmental education (EE), this study sought to identify the competences used by leaders who participated in five sustainable development projects (in sustainable urban planning and forestry). The analysis of documents and data from individual interviews revealed that the main competences (cognitive, social and affective) used by the leaders interviewed, depended on creative, complex, flexible, longitudinal, adapted, patient, collaborative, humanistic and environmental planning. Finally, this study, of which we present the effects on EE, shows that leaders use competences which are associated with creative individuals.
    Journal of Education for Sustainable Development 10/2014; 8(2):1-15. DOI:10.1177/0973408214548382
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    ABSTRACT: As the UN Decade of Education for Sustainable Development ends, there will be celebrations and the inevitable reporting on activities and outcomes. Countless meetings, events, and sessions have occurred around the world. This opinion piece acknowledges three significant events or outcomes that are shaping the future of ESD within formal education on a global scale.
    Journal of Education for Sustainable Development 09/2014; 8(2):113-119. DOI:10.1177/0973408214548362
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    ABSTRACT: This paper explores how ESD activities may be viewed on a continuum from ‘causal’ approaches, seeking to cause change in others, to ‘enabling’ orientations where efforts are made to enable people to implement the principles of ESD and respond to the environmental challenges they face from their own context. An enabling orientation seeks to both ‘mobilise’ participant’s perspectives and engage with them in a systems-wide or holistic space. They tend to make more meaning for learners by making useful connections between theory and context-relevant practice, thus enabling application to new contexts.
    Journal of Education for Sustainable Development 09/2014; 8(2):133-141. DOI:10.1177/0973408214548369