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Tytuł:
Education for Sustainability in Poland – A Narrative Literature Review
Autorzy:
Scrobota, Magda
Powiązania:
https://bibliotekanauki.pl/articles/627992.pdf
Data publikacji:
2014
Wydawca:
Fundacja Pro Scientia Publica
Tematy:
sustainability, sustainable development, education, Poland, de-coupling effect, literature review
Opis:
As a member state of the European Union, Poland is committed to sustainability by endorsing the principles of sustainable development in its Constitution and adopting European standards. However, to overcome the societal, environmental and economic demands, a society needs to integrate sustainability concepts into daily practices, education playing a crucial role in achieving this objective. This paper aims to provide an overview of the education for sustainability in Poland and its impact on Polish society. Designed as a narrative literature review, the paper reports on how education for sustainability was carried out between 1994 and 2013, building a detailed picture of the educational programs and actions conducted in business and non –profit organizations. Additionally it is revealed that although challenging, creating community-based learning can increase people’s awareness and potential to contribute to a sustainable future by reducing the de-coupling effect between organizational actual practices and declarations.
Źródło:
Journal of Education Culture and Society; 2014, 5, 2; 223-236
2081-1640
Pojawia się w:
Journal of Education Culture and Society
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Zrównoważony aktywizm. Centrum na rzecz Energii, Polityki Środowiskowej i Niekonwencjonalnej Edukacji
Sustainable Activism, The Center for Energy and Environmental Policy, and Experimental Learning
Autorzy:
Durbin, P.
Powiązania:
https://bibliotekanauki.pl/articles/371148.pdf
Data publikacji:
2009
Wydawca:
Polska Akademia Nauk. Komitet Człowiek i Środowisko PAN
Tematy:
edukacja dla zrównoważonego rozwoju
nauczanie niekonwencjonalne
sustainable development education
experimental learning
Opis:
Niniejszy artykuł opiera się na wcześniejszym artykule mojego autorstwa, w którym przywołałem cztery przykłady rozpraw doktorskich, powstałych w Centrum Energii i Polityki Środowiskowej, aby przedstawić zalety niekonwencjonalnej edukacji w rozwiązywaniu rzeczywistych problemów w zakresie zrównoważonego rozwoju. Celem niniejszej pracy jest rozwinięcie idei przedstawionej Centrum, jako przykładowego sposobu modelowania programu zrównoważonego rozwoju, nie tylko w Stanach Zjednoczonych ale także na całym świecie. Niniejsza praca przedstawia kolejne dziewięć przykładów rozpraw doktorskich, opartych na rzeczywistych rozwiązaniach, stosowanych w rożnych miejscach na całym świecie, dla których nauczanie niekonwencjonalne znów ma kluczowe znaczenie.
This article builds on, and incorporates, an earlier one, in which I used four examples of doctoral theses at the Center for Energy and Environmental Policy to show the advantages of experiential learning in dealing with real-world problems of sustainable development. The purpose of the present paper is to expand that message, offering the Center as a model of the way a sustainable development program could be patterned, not only within the United States but worldwide. What this paper adds is nine more examples of doctoral theses, based on or eventuating in, real-world solutions in locales throughout the world, where experiential learning is once again the key.
Źródło:
Problemy Ekorozwoju; 2009, 4, 1; 15-32
1895-6912
Pojawia się w:
Problemy Ekorozwoju
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
A successive change in the curriculum for sustainable public administration
Autorzy:
Henriksson, Linnéa
Powiązania:
https://bibliotekanauki.pl/articles/1391167.pdf
Data publikacji:
2020
Wydawca:
Wyższa Szkoła Bankowa w Poznaniu
Tematy:
education
curriculum
education for sustainable development
sustainable development in higher education
public administration
Opis:
Sustainable development is considered to be one of the most important issues for the future, which is also mirrored in the growing interest in sustainable development in higher education. The change project reported in this article is an example of the efforts made to incorporate sustainability in higher education. The aim of the change project is twofold: the first one is to revise the syllabuses, reference literature, materials, and examinations for courses in Public Administration, so that every course in some way addresses sustainable development. By making sustainable development an integral part of all teaching, the change project highlights how different aspects of sustainability issues are relevant in different contexts. There are three reasons why sustainable development should be explicitly present in all teaching: education for sustainability is important to the university; sustainability is relevant especially for students in Public Administration; and to get all students engaged, education for sustainability requires a pedagogical framework. The second aim of the change project is to lay out the underlying pedagogical framework, which is based on principles found in pedagogical, psychological, and organizational theories. In this successive, integrative approach, the repeated occurrence of sustainability themes in many courses is considered to be a better option than having a single thematic course. In the first phase of the project, during the academic year 2019-2020, three courses were revised to include aspects of sustainability in relation to concepts central to the course.
Źródło:
Studia Periegetica; 2020, 31(3); 49-66
1897-9262
2658-1736
Pojawia się w:
Studia Periegetica
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Education for Sustainable Development. in the Academic Education in Poland in the Light of the Education for Sustainable Development Strategy
Autorzy:
Sadowska-Konczal, Agnieszka
Powiązania:
https://bibliotekanauki.pl/articles/472546.pdf
Data publikacji:
2014
Wydawca:
Uniwersytet Pedagogiczny im. Komisji Edukacji Narodowej w Krakowie
Tematy:
education for sustainable development,
sustainable development,
strategy for education for sustainable development
Źródło:
Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Biologiae Pertinentia; 2014, IV; 17-28
2083-7267
2450-3487
Pojawia się w:
Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Biologiae Pertinentia
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Metody kształcenia w e-learningu akademickim w edukacji zrównoważonego rozwoju
Educational methods in academic e-learning within sustainable development education – according to opinions from teachers of economic universities of the Silesian province
Autorzy:
Sołtysiak, Wioletta
Powiązania:
https://bibliotekanauki.pl/articles/629107.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet Humanistyczno-Przyrodniczy im. Jana Długosza w Częstochowie. Wydawnictwo Uczelniane
Tematy:
Edukacja dla Zrównoważonego Rozwoju
e-learning
metody kształcenia
skuteczność kształcenia
Sustainable Development Education
education methods
educational effectiveness
Opis:
Purpose of the article is to recognize the degree, which the academic e-learning education methods are employed to, and their correspondence to education effectiveness, in relation to recommendations included in the Sustainable Development Education document. Results of research over teachers’ opinions were adopted in the article, gathered during survey questionnaire at universities with economic majors in the Silesian province. The first stage of deliberations referred to the e-learning role and educational methods recommended for the Sustainable Development Education. In this context, the notion of Education for Sustainable Development was extended in order to explain the purposefulness of the raised topic, i.e. the weight of educational methods for effectiveness of teaching – learning. what is more, there was the e-learning and method defined. The methods which underwent the analysis in the e-learning field were listed and briefly characterized. The deliberations referred to the problem of educational effectiveness: there was an attempt to define the notion and analyze the interdependence of methods and effectiveness of teaching. As a result, there were the methods observed that are preferred by teachers as regards frequency and correlation with effectiveness of education.
Celem artykułu jest rozpoznanie stopnia wykorzystania metod kształcenia w e-learningu akademickim i ich zależności ze skutecznością kształcenia, w odniesieniu do rekomendacji zawartych w dokumencie Edukacji dla Zrównoważonego Rozwoju (EZR). Na potrzeby artykułu wykorzystano wyniki badań opinii nauczycieli, które zebrano podczas badań ankietowych w szkołach wyższych, kształcących na kierunkach ekonomicznych w województwie śląskim. W pierwszym etapie rozważań odniesiono się do roli e-learningu i metod kształcenia rekomendowanych dla EZR. W tym kontekście rozwinięto wątek Edukacji dla Zrównoważonego Rozwoju, aby wyjaśnić celowość poruszonego tematu, tj. wagi metod kształcenia dla skuteczności nauczania-uczenia się. Ponadto, zdefiniowano e-learning i metodę. Wyszczególniono i krótko scharakteryzowano metody, które były poddawane analizie w temacie e-kształcenia. W rozważaniach odniesiono się do problemu skuteczności kształcenia: dokonano próby zdefiniowania pojęcia oraz analizy zależności metod i skuteczności kształcenia. W jej wyniku dostrzeżono, które metody preferują nauczyciele ze względu na częstotliwość i korelację ze skutecznością kształcenia.
Źródło:
Podstawy Edukacji; 2016, 9; 163-182
2081-2264
Pojawia się w:
Podstawy Edukacji
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Zrównoważony rozwój inspiracją dla zmian w edukacji wczesnoszkolnej
Autorzy:
Szadzińska, Ewa
Powiązania:
https://bibliotekanauki.pl/articles/606799.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
Tematy:
sustainable development, early school education
zrównoważony rozwój
edukacja wczesnoszkolna
Opis:
Education has an important role in resolving the problems of the world of today. It critical for students to understand the surrounding world, to possess critical judgement of the situation and to have the ability to create a vision of the world managed with a foundation in sustainable development. School projects on an early education level are being developed in the line with the general change in formal and informal education. The concept of sustainable development determines the present direction of civilizational development. It is an inspiration for change in education. Nowadays, the environmental aspect of sustainable development dominates in Polish formal environmental education, whereas the focus of informal education is put on the social aspects of sustainable development. Early childhood education as well as the content of educational programs in classes from I to III provide satisfactory knowledge of sustainable development issues. Nevertheless education requires decisive change, especially in setting goals, selecting learning and teaching methods as well as ensuring proper teaching conditions.
Edukacja spełnia ważne funkcje w przygotowaniu ludzi do rozwiązania globalnych problemów. Uczniowie w toku edukacji nabywają wiedzę i umiejętności, aby lepiej rozumieć otaczający ich świat, krytycznie oceniać zjawiska, procesy zachodzące w tym świecie oraz rozwijają zdolności potrzebne do tworzenia wizji świata. Projekty edukacji wczesnoszkolnej są tworzone zgodnie z ogólnym kierunkiem zmian edukacji formalnej i edukacji nieformalnej. Idea zrównoważonego rozwoju wyznacza główny kierunek rozwoju i inspiruje zmiany w edukacji. Obecnie w Polsce dominuje aspekt ekologiczny zrównoważonego rozwoju w formalnej edukacji środowiskowej/ekologicznej. Natomiast w edukacji nieformalnej zwraca się uwagę przede wszystkim na społeczny aspekt zrównoważonego rozwoju, nazwany edukacją globalną. Programy wczesnej edukacji w klasach I–III zawierają treści ważne w edukacji na rzecz zrównoważonego rozwoju. Zdecydowanych zmian wymagają wybór i układ celów, dobór metod uczenia się i nauczania oraz zapewnianie odpowiednich warunków do sfinalizowania procesu.  
Źródło:
Lubelski Rocznik Pedagogiczny; 2017, 36, 1
0137-6136
Pojawia się w:
Lubelski Rocznik Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Impact of Philosophical Literary Stories in the Development of Creativity in Relation to Nature Protection and Sustainable Development
Autorzy:
Borisová, Simona
Pintes, Gábor
Powiązania:
https://bibliotekanauki.pl/articles/18746352.pdf
Data publikacji:
2023
Wydawca:
Fundacja Pro Scientia Publica
Tematy:
Philosophy for Children
philosophical literary story
creative thinking
sustainable development in education
Opis:
Aim. The paper is focused on the area of philosophical literary stories included in the educational programme Philosophy for Children. The paper aims to identify, reflect and analyse the categories of creative thinking in such stories. Methods. The main method through which we deal with categories of creative thinking is represented by the interpretation of the literary text in several philosophical stories. An additional method is the analysis of documents – individual books containing philosophical literary stories. Results. The analysis of several stories shows that creative thinking in philosophical literary stories is identified in the categories of imagination, applicability, originality, surprise, experimentation, encouragement of the creativity of others and imaginativeness. The major characters are using original solutions to problems, they are able to apply the solved problem to a new situation, ask questions and their thought processes are often surprising. Problematic to determine is the category of imagination, with which the character can think about a possible world or problem solving. Conclusion. In contrast to the classical aesthetic literary text, this specific type of text brings the reader model solutions to many problems of everyday life. The focus of the Philosophy for Children can also aim at ecological and environmental issues and individual participants in the community of inquiry are thus encouraged to stimulate their creativity in the field of nature protection and sustainable development from an early age.
Źródło:
Journal of Education Culture and Society; 2023, 14, 2; 365-379
2081-1640
Pojawia się w:
Journal of Education Culture and Society
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
A generic model for integrating ESD in a university course – complementing a textbook with contemporary material
Autorzy:
Boström, Gert-Olof
Powiązania:
https://bibliotekanauki.pl/articles/1391150.pdf
Data publikacji:
2020
Wydawca:
Wyższa Szkoła Bankowa w Poznaniu
Tematy:
sustainable development
higher education
education for sustainable development
Bloom’s taxonomy
Opis:
A large number of stakeholders are demanding more education for sustainable development (ESD) at Swedish universities, among them students who are expecting to find ESD in their courses. The aim of the article is to present a model for how to develop a course to include ESD when no updated textbooks are yet available and Bloom’s taxonomy is used for demonstrating the high level of learning that can be achieved without any syllabus changes. The setting for the case study and model development was a course in service marketing with a diverse group of students in terms of their background and education, at Umeå School of Business, Economics, and Statistics at Umeå University in Sweden. The course took place in the middle of the education program. Techniques such as lectures, guest lectures, assignments based on the theoretical textbook content, and a term paper were used to incorporate ESD into the course in order to accomplish possibilities for generic use. A challenge in designing ESD was the lack of knowledge about the students’ initial understanding of sustainability. The model was designed to take this into account. The design of assignments showed clear possibilities of achieving high levels of learning in terms of Bloom’s taxonomy, including analysis, synthesis and evaluation. The model is also an endeavor to encourage university teachers to introduce elements of ESD in their usual courses.
Źródło:
Studia Periegetica; 2020, 31(3); 67-80
1897-9262
2658-1736
Pojawia się w:
Studia Periegetica
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Challenges of Today in Ukraine: Education for Sustainable Development
Autorzy:
Isaienko, Volodymyr
Powiązania:
https://bibliotekanauki.pl/articles/469888.pdf
Data publikacji:
2017-03-01
Wydawca:
Wyższa Szkoła Gospodarki Euroregionalnej im. Alcide De Gasperi w Józefowie
Tematy:
European integration
national education system
sustainable development
education for sustainable development
Opis:
Purpose. A characteristic feature of sustainable development is balanced integration of its social, ecological and economic aspects in all institutions: state and administrative, private, civil, educational, scientific, etc. Education for balanced development is to become a new learning process which will equally include economic, social and ecological aspects and will become the lifelong learning process with a clear role of formal and informal education. Education for balanced development should be one of the important instruments of transition from stable production models and consumption, formation by the population of a new system of values conforming to the moderation culture and balanced development principles as a whole. Methods: SWOT-analisis, GAP-analisis, statistical, analytical. Results. Education development is to provide for the formation of ecologically responsible lifelong behaviour, formation of an integral (holistic), interdisciplinary approach in learning and knowing necessary for solving current global problems and advancement to the balanced, ecologically safe and economically stable future.
Źródło:
Intercultural Communication; 2017, 2, 1; 108-122
2451-0998
Pojawia się w:
Intercultural Communication
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Framework for Transformation of the Mathematics Education into Education for Sustainable Development
Autorzy:
Vintere, Anna
Powiązania:
https://bibliotekanauki.pl/articles/1390993.pdf
Data publikacji:
2018
Wydawca:
Wyższa Szkoła Bankowa w Poznaniu
Tematy:
education for sustainable development
engineering education
mathematics education
stakeholders’ cooperation
sustainable development
Opis:
A good quality education is an essential tool for achieving a more sustainable world. According to the UNESCO, mathematics is an instrument for sustainable development and particular attention should be paid to mathematics education. For that reason, the objective of this study was to create a framework for transforming mathematics studies at the university into education for sustainable development and describe a change project which includes three steps: assessment of existing practice, how university is meeting demands of sustainable development as well as description of the change project idea. The article describes factors influencing the development of maths education at Latvia University of Life Sciences and Technologies, compliance of maths education with the demands of sustainable challenges, as well as initiatives to transform maths education into education for sustainable development which is based on UNECE Strategy for ESD.
Źródło:
Studia Periegetica; 2018, 23(3); 57-67
1897-9262
2658-1736
Pojawia się w:
Studia Periegetica
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Towards Challenge-driven Sustainability Education
Autorzy:
Gontar, Zbigniew H
Powiązania:
https://bibliotekanauki.pl/articles/1390966.pdf
Data publikacji:
2018
Wydawca:
Wyższa Szkoła Bankowa w Poznaniu
Tematy:
sustainability education
education for sustainable development
challenge-driven education
Opis:
The paper is part of the author’s research on developing a final project for the “Baltic University Programme (BUP) Teachers Course on Education for Sustainable Development (ESD) in Higher Education,” which took place from September 17 to February 18. The purpose of this paper is to discuss the following course-related concerns: What is challenge-driven education and why should it be considered as a strategy for education for sustainable development (ESD)? What are the practical considerations and barriers to expanding challenge-driven education? The paper refers to strategic management in education. It describes challenge-driven education as an option for universities considering various sustainability strategies. The paper focuses on the proposed idea of BUP cloud academia for sustainable development, and analyzes the results of surveys on pros and cons of the shift to cloud computing.
Źródło:
Studia Periegetica; 2018, 23(3); 21-39
1897-9262
2658-1736
Pojawia się w:
Studia Periegetica
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Possibilities and Practices of Competences for Sustainable Development in Teacher Education at Yanka Kupala State University of Grodno
Autorzy:
Kremleva, Volha
Jukh, Alena
Powiązania:
https://bibliotekanauki.pl/articles/1391014.pdf
Data publikacji:
2019
Wydawca:
Wyższa Szkoła Bankowa w Poznaniu
Tematy:
education of sustainable development
higher education
teacher education
competences
Opis:
The article discusses problems connected with effective learning in teacher education for sustainable development. The authors analyze educational goals, approaches to teaching, basic organizing ideas and the main constructs of an innovative model in teacher education for sustainable development. Basic strategies of learning are outlined, dominant methods and criteria for evaluation of educational results are briefly characterized. Students’ activities are organized along a five-component structured model integrating knowledge, values, ethics, skills and evaluation.
Źródło:
Studia Periegetica; 2019, 25(1); 87-94
1897-9262
2658-1736
Pojawia się w:
Studia Periegetica
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Role of Local Authorities in Education for Sustainable Development in Poland
Autorzy:
Bernaciak, Anna
Powiązania:
https://bibliotekanauki.pl/articles/1390630.pdf
Data publikacji:
2016
Wydawca:
Wyższa Szkoła Bankowa w Poznaniu
Tematy:
education for sustainable development
local government
effectiveness
management
Opis:
. Educational activities are the foundation of sustainable development. Educating the public in the field of ecological behaviour makes it possible to change the behaviour perceived as negative by other members of society and then slowly replace it with one that is acceptable and well regarded. Developing the correct attitudes in a society means that such attitudes will be obvious and natural for the next generations. This would lead to changes in the behaviour of residents and, thereby, help reduce their negative impact on the environment. A special role is played by local government units in this process, including primarily, the municipality. In carrying out their own tasks they fulfil the demands of education for sustainable development directly and indirectly. A direct impact manifests itself in educational activities, promotions, and other activities affecting the environmental awareness of residents. Indirect activities arise from the fact that local government units fulfil their own tasks in the field of environmental protection, urban planning, or investments. Using these channels, the authorities at the municipal level can influence residents and other stakeholders through encouraging them to present desired behaviours through moulding appropriate attitudes and promoting specific patterns. The main purpose of this article is to point out the role of local authorities in education for sustainable development (ESD) and give a few examples of individual activities. At the same time, an attempt is made to distinguish the main areas of activities in ESD at the local level.
Źródło:
Studia Periegetica; 2016, 15(1); 35-44
1897-9262
2658-1736
Pojawia się w:
Studia Periegetica
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Teaching Biomonitoring through English
Autorzy:
Belyaeva, Tatyana
Powiązania:
https://bibliotekanauki.pl/articles/1390754.pdf
Data publikacji:
2017
Wydawca:
Wyższa Szkoła Bankowa w Poznaniu
Tematy:
ESL
biomonitoring
education for sustainable development
CLIL
ESP
Opis:
The aim of this article is to describe how the interdisciplinary approach to teaching English, based on some aspects of content and language integrated learning (CLIL) methodology, is implemented by combining environmental science, sustainable development, and the English language. The paper introduces an English as a Second Language (ESL) course book designed for students of Environmental Monitoring, who study biomonitoring within the framework of an experimental CLIL course. At the end of each topic students present a project which proves their acquisition of professional and language knowledge. As a result, students obtain professional competence in a wide range of skills. More importantly, this goal is achieved without extending the curriculum.
Źródło:
Studia Periegetica; 2017, 17(1); 89-98
1897-9262
2658-1736
Pojawia się w:
Studia Periegetica
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Special School as One of the Implementers of Education for Sustainable Development of Persons with Moderate and Severe Intellectual Disability, as well as Multiple Disability
Autorzy:
WENDREŃSKA, IWONA
Powiązania:
https://bibliotekanauki.pl/articles/941241.pdf
Data publikacji:
2019-12-15
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
education for sustainable development
special school
core curriculum
Opis:
The basis for choosing the subject of this article was the conviction that due to the recent expansion of the meaning of the term “sustainable development”, the essence of education for sustainable development, its objectives and tasks implemented in different types of schools, including special schools, are also subject to change. The article will present the results of research covering, on the one hand, the analysis of strategic and programme documents and, on the other hand, the results of surveys conducted among 164 teachers employed in special education institutions in the Silesian and Lublin Voivodships.
Źródło:
Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2019, 27; 163-180
2300-391X
Pojawia się w:
Interdyscyplinarne Konteksty Pedagogiki Specjalnej
Dostawca treści:
Biblioteka Nauki
Artykuł
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