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    Wyświetlanie 1-9 z 9
    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:
    Heuristic Method for Successful Learning in Education for Sustainable Development
    Autorzy:
    Jukh, Alena
    Kremleva, Volha
    Powiązania:
    https://bibliotekanauki.pl/articles/1390990.pdf
    Data publikacji:
    2018
    Wydawca:
    Wyższa Szkoła Bankowa w Poznaniu
    Tematy:
    heuristic
    heuristic dialogue
    communicative competence
    Education for Sustainable Development (ESD)
    Opis:
    The economic and social transformations that have taken place in the Republic of Belarus in recent decades have led to a change in the state educational paradigm towards the priority of personal development and self-realization of students. The transition to new socioeconomic relations emphasizes the task of developing abilities to overcome emerging problems, to offer non-standard solutions. There is an urgent need to develop creative abilities of the future specialist. The problem of freedom of choice and the possibility of making independent decisions in conditions of social change are becoming significant. In this regard, innovations in the educational activities of the Yanka Kupala State University of Grodno are aimed at changing the personal attitude, the implementation of decisions, and the position of responsible and independent decision-making of future specialists. One of the methods that ensures the activity of students in the process of employment, as well as their independent thinking, is the heuristic method of teaching.
    Źródło:
    Studia Periegetica; 2018, 23(3); 93-102
    1897-9262
    2658-1736
    Pojawia się w:
    Studia Periegetica
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    What Kinds of ESD and GE Competencies Will Our Graduates Need?
    Autorzy:
    Naji, Majda
    Powiązania:
    https://bibliotekanauki.pl/articles/633709.pdf
    Data publikacji:
    2015
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
    Tematy:
    sustainable development (SD)
    education for sustainable development (ESD)
    ESD competencies
    higher education (HE)
    pedagogical approaches
    Opis:
    The concept of education for sustainable development (ESD) competencies is seen as an essential landmark for orienting teaching and learning for SD (sustainable development). ESD competence encompasses key competencies that are expected to enable active, reflective and co-operative learning toward SD. In the text, it is also described why the concept of ESD competencies is an innovation in the field of higher education (HE). A competence-based didactical approach can be a valid alternative to the notion of a curriculum as a plan of studies, providing an innovative way of conceiving and organizing the curricular structure and objectives or discipline contents to prepare students to be competent, autonomous, critical and assertive citizenships. Competence-oriented teaching and learning approach is focusing on students gaining the “concepts and abilities for social action”. Our set of 12 ESD competencies embodies the concepts that will enable students to understand and resolve complex sustainability problems by equipping them with the ability to become change agents. The educational approach reinforces the competencies emphasizes pedagogy in terms of the teaching and learning methodologies and strategies that support the attainment of ESD competencies.
    Źródło:
    International Journal of Synergy and Research; 2015, 4, 2
    2083-0025
    Pojawia się w:
    International Journal of Synergy and Research
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Interactive exercises and games for sustainable development goals: How to develop sustainability competencies in higher education?
    Autorzy:
    Kozak, Olena
    Powiązania:
    https://bibliotekanauki.pl/articles/1391154.pdf
    Data publikacji:
    2020
    Wydawca:
    Wyższa Szkoła Bankowa w Poznaniu
    Tematy:
    education for sustainable development (ESD)
    Sustainable Development Goals (SDGs)
    interactive exercises and games
    sustainable competencies
    Opis:
    The article is dedicated to the idea of including Sustainable Development Goals (SDGs) in any discipline in higher education for the development of sustainability competences. The article analyses possible interactive exercises and games for all 17 SDGs. It also includes the analysis of sustainability competences provided by each game or exercise, as well as disciplines in which it can be used. This author recommends using interactive exercises and games for SDGs in higher education as effective and powerful instruments for promoting sustainability issues and developing students’ competencies.
    Źródło:
    Studia Periegetica; 2020, 31(3); 81-91
    1897-9262
    2658-1736
    Pojawia się w:
    Studia Periegetica
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Learning by Doing: The Sociological Approach within Education for a Sustainable Development
    Autorzy:
    Iwińska, Katarzyna
    Sałkowska, Marta
    Powiązania:
    https://bibliotekanauki.pl/articles/2042934.pdf
    Data publikacji:
    2020-03-05
    Wydawca:
    Collegium Civitas
    Tematy:
    education for sustainable development (ESD)
    sociological training
    competences
    local communities
    participatory action research (PAR)
    Opis:
    The objective of this article is to critically and reflectively describe the idea of education for sustainable development (ESD) in the context of higher education. We tackle the possibilities of implementation some useful skills and competences in the process of students’ sociological training. Firstly, the concept of ESD is discussed and its framework is presented focusing on the social aspect of sustainable development. Then we introduce a link between sociological training and ESD, as well as the challenges faced by the academy, academic teachers and students. We evaluate the case of the field research (vocational) sociological training for students and discuss the findings in the context of ESD. We present how aspects of Participatory Action Research (PAR) can be used in teaching social competences useful from the perspective of young people. We focus on competences obtained by students – professional as well as interpersonal or even personal. With such competences students can further deepen their awareness of sustainability and inclusion, policy and decision making processes.
    Źródło:
    Zoon Politikon; 2020, 11; 1-28
    2543-408X
    Pojawia się w:
    Zoon Politikon
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Demonstrating Didactic Models for ESD and Bildung in School Education
    Autorzy:
    Chang Rundgren, Shu-Nu
    Powiązania:
    https://bibliotekanauki.pl/articles/44445487.pdf
    Data publikacji:
    2023
    Wydawca:
    Akademia Ignatianum w Krakowie
    Tematy:
    didactic model
    socioscientific issue-based teaching and learning
    education for sustainable development (ESD)
    school science
    Bildung
    teacher professional development
    Opis:
    Objective of the article: The aim of this article is to synthesise the findings of relevant research articles and to demonstrate several “didactic models” of education for sustainable development (ESD) in school education. Research method: The method of narrative literature review was used to identify didactic models for ESD in school education. A short description of the context of the presented issue: The term didactic refers to the professional scholarship of teaching. In recent decades, the need to develop didactic models that would support school teaching and to allow for this adjustment in new teaching contexts has been addressed. Research has shown that school subject teachers work differently with ESD. It demands holism and pluralism, which requires embracing multiple stakeholders and communities, and a multi-disciplinary approach. Shedding light on achieving sustainability with its holist and pluralist features, this article analyses relevant research articles and demonstrates several “didactic models” for ESD in school education. Conclusions and recommendations: I propose socioscientific issues-based teaching and learning (SSI-TL) as a useful didactic model for ESD and argue for the need to embrace didactic models like SSI-TL in teacher professional development for both pre- and in-service teachers. The article explicitly considers the value of applying Communities of Practice as a theory to guide educational practices and research on education for sustainability in school science. The implications of applying the didactic models presented in the article are relevant not only for ESD, but also for students’ development of Bildung to become reflective and responsible citizens.
    Źródło:
    Multidisciplinary Journal of School Education; 2023, 12, 2 (24); 15-31
    2543-7585
    Pojawia się w:
    Multidisciplinary Journal of School Education
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The Role of Policy, Governance, and Education for Sustainable Development in the Majority World: Leadership
    Rola polityki, zarządzania i edukacji na rzecz zrównoważonego rozwoju w krajach globalnego Południa: Przywództwo
    Autorzy:
    Uleanya, Chinaza
    Powiązania:
    https://bibliotekanauki.pl/articles/26083486.pdf
    Data publikacji:
    2023
    Wydawca:
    Uniwersytet Dolnośląski DSW. Wydawnictwo Naukowe DSW
    Tematy:
    liderzy edukacji
    edukacja na rzecz zrównoważonego rozwoju (EZR)
    zarządzanie
    kraje globalnego Południa
    polityka (polityki)
    zrównoważony rozwój obszarów wiejskich
    educational leaders
    Education for Sustainable Development (ESD)
    governance
    majority world
    policy(s)
    sustainable rural development (SRD)
    Opis:
    Rural development remains a major challenge for different governments across the majority world. The reason for this has been attributed to different factors. However, education has been identified as a significant tool for change, capable of promoting rural development. This is not in isolation of policy and governance, which are seen as being able to hinder education and other relevant sectors from contributing to rural development. This study identified specific roles to be performed by policy and good governance in ensuring sustainable development in rural communities in the majority world through education. The study recommends that educational leaders should be involved in policy-making with regard to rural communities. The governance provided to rural communities should take cognizance of local needs and the values of the people, thus, promoting glocalization while giving room for globalization.
    Rozwój obszarów wiejskich pozostaje głównym wyzwaniem dla rządów w większości krajów świata. Powodem tego są różne czynniki, jednak edukacja została zidentyfikowana jako znaczące narzędzie zmian, zdolne do promowania rozwoju tych obszarów. Nie dzieje się to w oderwaniu od polityki i zarządzania, które są postrzegane jako utrudnienia dla edukacji i innych sektorów we wspieraniu rozwoju obszarów wiejskich. W niniejszym badaniu zidentyfikowano konkretne role, jakie polityka i dobre zarządzanie mają do odegrania w zapewnieniu zrównoważonego rozwoju społeczności wiejskich w krajach globalnego Południa za pośrednictwem edukacji. Wyniki badanie wskazują, że istotne jest, aby liderzy edukacyjni byli zaangażowani w tworzenie polityki w odniesieniu do społeczności wiejskich. Zarządzanie zapewniane społecznościom wiejskim powinno uwzględniać lokalne potrzeby i wartości ludzi, promując w ten sposób glokalizację, dając jednocześnie miejsce na globalizację.
    Źródło:
    Forum Oświatowe; 2023, 36, 1(69); 73-88
    0867-0323
    2450-3452
    Pojawia się w:
    Forum Oświatowe
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Integrated approach to ESD towards enhancing Knowledge on sustainable development
    Autorzy:
    Padmanabhan, Jubilee
    Singh, Shireesh Pal
    Powiązania:
    https://bibliotekanauki.pl/articles/1193020.pdf
    Data publikacji:
    2016
    Wydawca:
    Przedsiębiorstwo Wydawnictw Naukowych Darwin / Scientific Publishing House DARWIN
    Tematy:
    Education for sustainable development
    Environmental Education
    Integrated approach to ESD
    Knowledge on SD
    Opis:
    Sustainable Development (SD) is one the most discussed issue now days, which is gaining priority day by day due to the exploitation of nature in a drastic way. It is from this apprehension that ‘Education for sustainable development’ (ESD) emerged with an immediate urge to preserve and conserve our nature and natural resources. The concept of ESD entangles the different countries and states across the world as a whole for a sustainable society, which merges the environment, economic and social dimensions. The paper discusses about the effect of integrated approach to education for sustainable development on the students’ knowledge on sustainable development. The investigator developed a curriculum by integrating SD concepts into science and social science of VII standard of NCERT syllabus and various learning activities for their transaction by incorporating several pedagogical strategies that lead to constructing knowledge, developing social perspectives and analytical abilities.The study was of quasi experimental in nature with two group pre-test- post-test design, whereby the integrated curriculum was taught to the experimental group for about five months and the control group was exposed to the conventional curriculum and methodology. It was found that there was a significant difference on the knowledge on sustainable development between experimental and control group. The experimental group had a higher mean knowledge score than the control group.On the basis of the findings from the study, it is concluded that there is a sheer need to highlight the importance of integration of SD components in pedagogy at all levels.
    Źródło:
    World Scientific News; 2016, 29; 1-11
    2392-2192
    Pojawia się w:
    World Scientific News
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Edukacja na rzecz zrównoważonego rozwoju – refleksje przed ogłoszeniem nowej Dekady na rzecz Zrównoważonego Rozwoju (2020-2030)
    Education for Sustainable Development - Reflections Before the Announcement of the New Decade for Sustainable Development (2020-2030)
    Autorzy:
    Batorczak, Anna
    Klimska, Agnieszka
    Powiązania:
    https://bibliotekanauki.pl/articles/954160.pdf
    Data publikacji:
    2020
    Wydawca:
    Uniwersytet Kardynała Stefana Wyszyńskiego w Warszawie
    Tematy:
    edukacja
    rozwój zrównoważony
    edukacja na rzecz zrównoważonego rozwoju
    Dekada EZR
    education
    ecology
    sustainable development
    education for sustainable development
    ESD Decade
    Opis:
    The paper is a reflection on the state of education for sustainable development (ESD) in Poland, before the announcement of the Decade for Sustainable Development 2020-2030. Its goal was to assess the implementation of ESD in our country, and to develop recommendations for its effectiveness. An analysis of the current core curriculum for primary schools, secondary schools, and technical secondary schools, showed the benefits of providing ESD. Reference was made to research carried out by experts from Stanford University and the “Water Explorer” project. The findings show that although the concept of sustainable development has been taken into account in the core curriculum, the content of environmental education is still being implemented in practice. It turns out that, in view of all the benefits and expectations, ESD is not the “heart and driving force” of the entire education system in Poland. The need for programmes enabling the acquisition of skills and competences for environmental protection, as well as actions motivating students to responsibly react to changes that occur in the environment, still prevail. ESD should be integrated into policies and strategies, developed in the curricula, and widely implemented in schools. It is also necessary to prepare, even train teachers to conduct ESD, point to effective methods, and equip them with appropriate implementation tools. It remains to be seen if the adoption of the “new Decade” will bring positive changes in the field of ESD implementation in Polish schools.
    Artykuł prezentuje analizę stanu edukacji na rzecz zrównoważonego rozwoju (EZR) w Polsce przed ogłoszeniem Dekady na rzecz Zrównoważonego Rozwoju 2020-2030. Jego celem była ocena realizacji EZR w naszym kraju oraz wypracowanie zaleceń w zakresie jej uskuteczniania. Dokonano analizy aktualnych podstaw programowych dla szkoły podstawowej, liceum i technikum, a następnie ukazano korzyści wynikające z prowadzenia EZR. Odniesiono się do badań przeprowadzonych w tym zakresie przez ekspertów z Uniwersytetu Stanforda oraz projektu „Badacz Wody”. Wyniki pokazują, że choć w podstawie programowej uwzględniono koncepcję zrównoważonego rozwoju, to w praktyce nadal realizowane są treści edukacji ekologicznej. Okazuje się, że wobec wszystkich korzyści oraz oczekiwań EZR nie stanowi serca i siły napędowej całego systemu edukacyjnego w Polsce. Potrzeba programów umożliwiających nabywanie umiejętności i kompetencji służących ochronie środowiska oraz działań motywujących do odpowiedzialnego reagowania na zmiany, jakie się w nim dokonują. EZR powinna być włączana do polityk i strategii, rozwijana w programach nauczania i powszechnie realizowana w szkołach. Należy też przygotowywać nauczycieli do prowadzenia EZR, wskazywać na efektywne metody i wyposażać w odpowiednie narzędzia jej wdrażania. Pozostaje nadzieja, że przyjęcie nowej Dekady przyniesie pozytywne zmiany w zakresie realizacji EZR w polskich szkołach.
    Źródło:
    Studia Ecologiae et Bioethicae; 2020, 18, 2
    1733-1218
    Pojawia się w:
    Studia Ecologiae et Bioethicae
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-9 z 9

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