Journal of Education for Sustainable Development

Publisher: SAGE Publications

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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 can archive a post-print version
  • Conditions
    • Authors retain copyright
    • Pre-print on any website
    • Author's post-print on author's personal website, departmental website, institutional website or institutional repository
    • On other repositories including PubMed Central after 12 months embargo
    • 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
    • Must link to publisher version with DOI
    • Publisher last reviewed on 29/07/2015
  • Classification
    green

Publications in this journal

  • [Show abstract] [Hide abstract]
    ABSTRACT: Julie Davis and Sue Elliott (Eds), Routledge, 2014, 337 pages, $51.95 (paperback [Amazon]). ISBN-13: 978-0415854498
    No preview · Article · Feb 2016 · Journal of Education for Sustainable Development
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    ABSTRACT: Concept maps are used to assess student and cohort learning of sustainable development. The concept maps of 732 first-year engineering students were individually analyzed to detect patterns of learning and areas that were not well understood. Students were given 20 minutes each to prepare a concept map of at least 20 concepts using paper and pen. The maps were then analyzed using three different methods. The first method considers only the structure of the map by quantifying its features. The second method considers the content and comprehensiveness of the map by classifying every concept included using a new taxonomy. The third method scores the maps against a rubric that considers the correctness of the maps’ propositions as well as the maps’ comprehensiveness and complexity. The results show that concept maps are a useful tool in assessing the knowledge and understanding of sustainable development concepts and that the students surveyed have a good awareness about the technical, social and environmental aspects of the domain. They did not include many concepts relating to equity and economic impact of sustainable development policies.
    No preview · Article · Feb 2016 · Journal of Education for Sustainable Development
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    ABSTRACT: This study examines the interaction of political orientation with academic discipline on beliefs in anthropogenic climate change (ACC) among higher education faculty. Over 300 faculty members at two research institutions in the United States were surveyed on topics concerning ACC and the results were analyzed with multiple regression. Even among professors, there was a strong relationship between political orientation (liberal versus conservative) and belief in ACC; however, the relationship was substantially attenuated among professors who taught courses in liberal arts and education. On the other hand, the relationship between political orientation and ACC belief was much stronger among faculty teaching business and hotel management, compared to faculty teaching other subjects. Finally, there was a main positive effect for teaching science. The results suggest that outreach efforts to encourage more faculty to include climate change relevant information in their courses might give high priority to faculty in liberal arts and education.
    No preview · Article · Feb 2016 · Journal of Education for Sustainable Development
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    ABSTRACT: Rolf Jucker and Reiner Mathar (Eds), Springer, Zurich, Switzerland, Volume 6 (2015), 380 pages, $99.00 (paperback). ISBN: 978-3-319-09548-6. doi:10.1007/978-3-319-09549-3. http://www.springer.com/us/book/9783319095486
    No preview · Article · Feb 2016 · Journal of Education for Sustainable Development
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    ABSTRACT: This article presents the results of an innovative education capacity assessment and delivery project to promote sustainable development in large ocean states in the Western Indian Ocean (WIO) region. Science education can help prepare the present and coming generations for stability in an uncertain future. Limited financial, geographical and knowledge-based resources make large ocean states particularly vulnerable to future uncertainties, such as those associated with climate change. With island populations already feeling the impacts of a changing climate, improved adaptive capacity and disaster risk reduction have become increasingly essential. Thus, climate change adaptation forms the basis for a stakeholder-designed curriculum to meet the capacity-building needs of stakeholders. Partnerships between external experts and local stakeholders were formed to build upon human resource capacity and maximize delivery through a programme of ‘train-the-trainer’ activities. In this way, the mentoring of local stakeholders to undertake their own training can advance sustainable development goals beyond traditional non-collaborative educational approaches. This article shows how this aim can be accomplished through the design and delivery of a phased, coherent professional development programme.
    No preview · Article · Feb 2016 · Journal of Education for Sustainable Development
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    ABSTRACT: This study aims to investigate, from the Omani’s prospective, teachers’ perceptions about the concept of sustainable development (SD) and three related issues (cultural diversity, renewable energy and equity). The sample consisted of 159 prospective teachers from Sultan Qaboos University. Data were collected via a questionnaire comprising a list of 41 SD points.
    No preview · Article · Feb 2016 · Journal of Education for Sustainable Development
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    ABSTRACT: This is a theoretical article to open the discussion of what an education for sustainable development is supposed to achieve and how teachers can help students to develop skills that might be needed in order to support a sustainable future. The focus in the article will be on education. As it is an article aiming to open this kind of discussion for further research, it summarizes a part of the research in the research area. This article presents the view that even as international organizations, states and governments advocate a change of the educational system to educate for sustainable development, researchers suspect that the change remains at a rhetorical level. If one wants to change the society and education, one of the cornerstones to start with is the education and training of already qualified teachers and teacher educators. This requires a change both in education and in teacher education.
    No preview · Article · Sep 2015 · Journal of Education for Sustainable Development
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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. www.bullfrogfilms.com/catalog/damn.html
    No preview · Article · Sep 2015 · Journal of Education for Sustainable Development
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    Preview · Article · Sep 2015 · Journal of Education for Sustainable Development
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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.
    No preview · Article · Sep 2015 · Journal of Education for Sustainable Development
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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.
    No preview · Article · Sep 2015 · Journal of Education for Sustainable Development

  • No preview · Article · Sep 2015 · Journal of Education for Sustainable Development
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    ABSTRACT: Rolf Jucker, Cambridge Scholars Publishing, 2014, 73 pages, $ 57.27 (paperback, Amazon). ISBN-13: 978-1443866859
    No preview · Article · Sep 2015 · Journal of Education for Sustainable Development
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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.
    No preview · Article · Jun 2015 · Journal of Education for Sustainable Development
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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.
    No preview · Article · Jun 2015 · Journal of Education for Sustainable Development
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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.
    No preview · Article · Jun 2015 · Journal of Education for Sustainable Development

  • No preview · Article · Jun 2015 · Journal of Education for Sustainable Development