Aravella Zachariou

• Doctor of Education
• Head of Department at Cyprus Pedagogical Institute

This paper describes the initial stages of a Cypriot case study on urban rooftop utilization for climate change, indicating how games can: foster collaboration; engage citizens; and produce policy incentives through real-world exploration and implications. The focus of the case study is a co-designed serious game developed within the context of the...

This chapter examines the implementation of the whole school approach (WSA) to education for sustainable development in the United Nations Economic Commission for Europe (UNECE) region through 34 national reports submitted by its member states. The reports were analyzed under six axes: schools’ vision, ethos, leadership, and coordination; curriculu...

This paper presents an initial report on the co-design processes between researchers and policy stakeholders in the GREAT (Games Realising Effective and Affective Transformation) project applied in the context of the climate emergency. The objective of piloting these co-design processes is to develop a methodology to support policy stakeholders in...

Η Ολιστική Σχολική Προσέγγιση (ΟΣΠ) αποτελεί μια ολοκληρωμένη εκπαιδευτική πρόταση σε σχέση με τον αναπροσανατολισμό των εκπαιδευτικών συστημάτων σε μοντέλα αειφορίας. Προϋποθέτει συνολικές αλλαγές στη δομή και λειτουργία του σχολείου και συνεπάγεται ριζική αναθεώρηση της μαθησιακής/παιδαγωγικής διαδικασίας και των περιεχομένων μάθησης, στοιχείων π...

This paper introduces the Games Realising Effective and Affective Transformation (GREAT) research and Innovation project. The project will examine the emerging ways Applied Games could be used to facilitate the social engagement of European citizens in determining future policy priorities and policy interventions to the existential challenge of cli...

Under the context of the European Union’s energy and environmental strategy toward its decarbonization by 2050, the green markets of the Member States are growing exponentially. The in-place policies and legislation dynamics change substantially in islands and isolated regions due to geographical constraints, limited availability of local resources...

The present document provides a summary of the progress made by the Economic Commission for Europe (ECE) and the United Nations Member States in implementing the ECE Strategy for Education for Sustainable Development (ESD) during the implementation phase 2017–2019 (also referred to as the “implementation phase IV”). The present synthesis report is...

The Eastern Mediterranean and Middle East (EMME) region is a hot-spot of climate change. The urgently needed implementation of mitigation and adaptation measures to address climate change cannot be effective without wide public understanding and support, particularly by the young. Education and public awareness on climate change, conventionally ter...

The policy context of Cyprus is highly supportive of education for sustainable development (ESD). Despite this, there is a danger that the professional development of teacher educators can be overlooked. This chapter outlines research conducted among ESD educators in Cyprus and highlights some of the gaps and aspects in professional development tha...

‘Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all’ is the fourth of the 17 Sustainable Development Goals. In practice, education for sustainable development (ESD) provides a well-defined context for quality education and competence-based ESD that can potentially become a framework for reaching eff...

This paper is motivated by the idea that the study of the interplay of research and policy related to Education for Sustainable Development (ESD) in specific national contexts can contribute to global conversations about the relationships between education research and policy-making. It is written by two individuals who have been involved in variou...

With reference to the various United Nations programmes, especially the United Nations Sustainable Development Goals and, in particular, Goal 4, which aims to ensure inclusive and quality education for all and to promote lifelong learning for life, “Education for Sustainable Development (ESD)” aims to meet the present and future challenges of our s...

The purpose of the current paper is to contribute to the overall effort (nationally and internationally) for raising the quality of the delivery of educational programs and redesigning ESD programs by evaluating the use of a "Rounder Sense of Purpose" (RSP) model, as a simple and solid model that supports and facilitates the development of ESD comp...

Over recent decades, education policy has been preoccupied with economic growth while paying insufficient heed to global sustainability challenges. International initiatives to promote education for sustainable development (ESD) have been hampered by a lack of clarity on how to implement this form of education. To address this concern, a Rounder Se...

Environment and School Initiatives" (ENSI) was an international network, offering a platform for cooperation among practitioners, researchers and policy makers in the fields of Environmental Education and Education for Sustainable Development. Innovative environmental projects, Action Research, Quality Criteria for ESD schools, Teacher competencies...

This research is based on the rationale that the well-defined framework of education for sustainable development (ESD), its connection with real life and its specific integration in the educational policies and curricula can help to enhance quality education (QE) in a meaningful and identifiable way. In a first step, the common ground of ESD and QE...

Cyprus is an interesting case of a small country on the periphery of Europe. Zachariou and Kadji-Beltran argue in Chap. 18 that this country has come relatively late to EE and ESD, but has managed to make fast progress with a number of national policy documents, such as national action plan on ESD and the integration of ESD into the national core c...

This particular book belongs to the collection “Tools for You” developed by CoDeS network to support the work of school and communities when collaborating to promote sustainable development locally and globally. Through this book, with a concise content and flexible potential, we attempt to identify the quality areas that have been considered impor...

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Education for Sustainable Development (ESD) is a demanding new field in terms of content and context and requires whole-school approaches and changes in educational structures. The field’s implementation constitutes a great challenge for teachers, novice in the field of ESD. Teacher education for ESD needs to effectively transfer knowledge and skil...

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The purpose of the paper is to identify the kinds of leadership that are likely to support implementing and sustaining education for sustainable development (ESD) effectively in a primary school. The paper identifies links between ESD and principal leadership literature and constructs a conceptual model of the leadership practices needed for reorie...

Since the 1960s and 1970s, a series of (mainly) UNESCO-sponsored international conferences produced reports and policy statements that have shaped the goals and principles of environmental and sustainability education and have been influential in shaping national policies. A historical analysis of these statements reveals evolving views of educatio...

‘Transformative leaders for sustainable schools’, was a nationwide research project conducted in 150 primary schools in Cyprus during 2005–2007. The project explored the role of the principals in the organisation of sustainable schools. A mixed methods approach to data collection was employed combining quantitative and qualitative methods. This pap...

This article reports on a study investigating the role of the local community in achieving the objectives of Education for Sustainable Development in Cyprus. The data presented was collected from 21 teachers who participated in a nationwide, exploratory research program aiming at offering them training in implementing environmental projects based i...

Αν και η έννοια και οι βασικές αρχές και κατευθύνσεις της Εκπαίδευσης για την Αειφόρο Ανάπτυξη (ΕΑΑ) έχουν καθιερωθεί σε θεωρητικό επίπεδο, εντούτοις στην πράξη και ειδικότερα σε ό, τι αφορά το σχολείο η εφαρμογή τους συνιστά ένα νέο πεδίο διαλόγου. Στα πλαίσια της παρούσας εργασίας εξετάζεται η έννοια και το περιεχόμενο του Αειφόρου Σχολείου ως το...

This paper focuses on parents’ participation in environmental education programs implemented in 16 pre-primary and primary schools during 2003-2004 in Cyprus. The programs targeted the participation of parents and the local community in action community projects. The paper reports on the attitudes and opinions of the participating parents about the...

The study used an outdoor program for promoting Education for Sustainable Development (ESD) in primary education and investigated the extent to which primary student teachers were prepared to deal with ESD. It also investigated the impact of an outdoor program on primary student teachers’ knowledge and attitudes towards sustainable issues, and on t...

An in‐service teachers' training programme was designed aiming to encourage art teachers to learn through theoretical and artistic experiential activities in a specific environmental setting (Lemithou environmental education centre, Cyprus). The programme was based on the use of the environment as an educational resource, and sought to develop part...