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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:
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:
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:
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
Tytuł:
Using Innovative Teaching Methods to Promote Sustainable Development among Students of Economics and Management
Autorzy:
Bernaciak, Anna
Kozłowska, Agnieszka
Powiązania:
https://bibliotekanauki.pl/articles/1390743.pdf
Data publikacji:
2017
Wydawca:
Wyższa Szkoła Bankowa w Poznaniu
Tematy:
education for sustainable development (ESD)
students
teaching methods
Opis:
The article discusses main challenges in teaching adults and focuses on selected educational methods viewed as paths for effective learning. We review results of numerous studies conducted by different authors aimed at examining students’ educational preferences, needs and expectations. The main objective of the article is to analyse selected methods that can be used in academic settings, such as world café, design thinking, micro-learning or games, and describe ways of applying them in education for sustainable development in faculties of economics and management.
Źródło:
Studia Periegetica; 2017, 17(1); 21-33
1897-9262
2658-1736
Pojawia się w:
Studia Periegetica
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:
The impact of teaching interventions in education for sustainable development – an experimental case study
Autorzy:
Platje, Johannes (Joost)
Styś, Aniela
Will, Markus
Lambrechts, Wim
Powiązania:
https://bibliotekanauki.pl/articles/13925600.pdf
Data publikacji:
2022-09-23
Wydawca:
Wyższa Szkoła Bankowa we Wrocławiu
Tematy:
Keywords: education for sustainable development
fragilities
Black Swans
innovation for sustainable development
Opis:
Aim: Questionnaire research can be used as a teaching instrument and to measure the impacts of education for sustainable development. This paper presents a case study of a teaching intervention regarding students’ perception of operations and (supply) management fragilities, such as dependency on few customers or suppliers; difficult to find employees; and low probability, high impact events for business sustainability. The teaching intervention focused on side effects of innovations, leading to vulnerabilities that can threaten the existence of an enterprise. This research was carried out in the context of the capacity for creating an Early Warning System for small probability, high impact events. The following issues are addressed in the paper: 1). The impact of the teaching intervention on students’ perceptions; 2). Differences in perception between non-attending (N = 128) and attending students (pre-test N = 139; post-test N = 119). Design / Research methods: This paper discusses whether teaching interventions can influence the awareness of fragility issues as well as low probability, high impact events. The case-study is based on an experiment in a marketing course for management students of a large private business school in Wrocław (Poland) in April–May 2019. Before start of classes students filled out a questionnaire (Attending Students). A teaching intervention slide was used in every lecture. At the end of the course, all students (also the students absent during the first classes) filled out the repeat questionnaire. Statistical analysis was carried out whether there were differences between Attending Students filling out both questionnaires, and students only filling out the repeat questionnaire (Non Attending Students). Conclusions / findings: The findings show that students struggle to grasp the complexities and uncertainties surrounding sustainability and fragility issues in relation to the business context. The teaching interventions had limited impact on the ability of students to engage in these issues, albeit significant differences between attending and non-attending students were observed. A limitation of the results is that this study only concerned a case study of a specific group of students. An implication requiring deeper research is that while teachers can do in-depth exercises and provide lectures, a part of the students, being less motivated to obtain knowledge, is unlikely to grasp sustainability issues, when not included in assignments, examination preparation, or compulsory rather than elective courses. JEL: I21, O31, Q01  
Źródło:
Central European Review of Economics and Management; 2022, 6, 3; 69-86
2543-9472
Pojawia się w:
Central European Review of Economics and Management
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:
The Pure Intergenerational Problem and the UNESCO Decade of Education for Sustainable Development
Autorzy:
Vladimirova, Katia
Powiązania:
https://bibliotekanauki.pl/articles/781153.pdf
Data publikacji:
2014
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
Future generations
pure intergenerational problem
education for sustainable development
Opis:
This article aims to bring together some theory – research on climate  ethics, particularly the Pure Intergenerational Problem (PIP) introduced by Stephen Gardiner – and some practice – the new educational agenda proposed by the United Nations in 2002 and framed as the Decade of Education for Sustainable Development (DESD). PIP can be resolved (or rather, avoided) if a shift in values happens that would change the very context of the problem. On the other hand, DESD is aimed at promoting the values “inherent in sustainable development” and at enabling societal transformation and behavioral change. The main focus within the value shift in this article is on a particular set of values (principles, concerns) that relate present people to future generations in terms of moral responsibility. It is argued that the promotion of ethical considerations that are concerned with the distant future, and the future of humankind in general, can be a solution to the Pure Intergenerational Problem. The article also explores whether parts of this solution can already be found within the educational agenda of DESD.
Źródło:
Ethics in Progress; 2014, 5, 1; 66-79
2084-9257
Pojawia się w:
Ethics in Progress
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Sustainable development in terms of health education as a part of students-future teachers training
Autorzy:
Czerwiec, Karolina
Potyrała, Katarzyna
Jancarz-Lanczkowska, Beata
Powiązania:
https://bibliotekanauki.pl/articles/472630.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet Pedagogiczny im. Komisji Edukacji Narodowej w Krakowie
Tematy:
education for sustainable development,
formal and non-formal education,
health education
Źródło:
Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Biologiae Pertinentia; 2017, VII; 76-86
2083-7267
2450-3487
Pojawia się w:
Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Biologiae Pertinentia
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Education for sustainable development - from students' and geography teachers' knowledge to educational activities
Autorzy:
Angiel, Joanna
Pokojski, Wojciech
Powiązania:
https://bibliotekanauki.pl/articles/2137043.pdf
Data publikacji:
2019-02-10
Wydawca:
Uniwersytet Warszawski. Wydział Geografii i Studiów Regionalnych
Tematy:
Education for sustainable development
geography teachers
professional development of geography teachers
Opis:
The paper presents the topic of academic education for sustainable development (ESD). A diagnostic survey was made in a form of a questionnaire in three groups of respondents: active geography teachers, participants of postgraduate program preparing for teaching geography and undergraduate students majoring in geography. The conducted research revealed how the groups of respondents difer in regards perception and preparedness to use of SD and ESD in school geographical education
Źródło:
Miscellanea Geographica. Regional Studies on Development; 2019, 23, 1; 47-52
0867-6046
2084-6118
Pojawia się w:
Miscellanea Geographica. Regional Studies on Development
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Formation of sustainable development competencies in primary school children
Autorzy:
Levchyk, Iryna
Chaikovska, Hanna
Yankovych, Oleksandra
Kuzma, Iryna
Rozhko-Pavlyshyn, Tetiana
Powiązania:
https://bibliotekanauki.pl/articles/1878479.pdf
Data publikacji:
2021-09-25
Wydawca:
Fundacja Pro Scientia Publica
Tematy:
education for sustainable development
competences
primary education
methods of competencies formation
Opis:
Aim. The article provides a new solution to the problem of the formation of sustainable development competencies in primary school students. The objective of the article is to substantiate the method of forming sustainable development competencies in primary school students and to reflect it in the model. Methods. The main research methods are observation, test, interview, questionnaire, analysis of media works, expert evaluation, and pedagogical experiment. A set of diagnostic tools has been specified. Results and Conclusions. The efficiency of the developed technique has been proved with the results obtained from the experiment: the partnership of teachers, students and parents contributes to sustainability competencies formation; implementation of common areas of media education and education for sustainable development evidenced to feasibility of the research, namely: education in legal, economic aspects, creation of media products with a projection to sustainable development, learning critical perception of mass media information, sustainability goals orientation. Due to the introduction of the experimental methodology, the number of students with high (12.07%) and satisfactory (14.65%) levels of the key competencies in the field of sustainable development increased against the background of a decrease in the number of respondents with sufficient (12.93%) and low (13.79%) levels. Originality. Emphasis is placed on the features of the designed methodology: application of partnership pedagogy and pedagogy of empowerment, integration of education for sustainable development with media education, compliance with a number of pedagogical conditions, forms and methods.
Źródło:
Journal of Education Culture and Society; 2021, 12, 2; 341-360
2081-1640
Pojawia się w:
Journal of Education Culture and Society
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-15 z 43

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