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Article
Publication date: 20 January 2023

Tryggvi Thayer

The purpose of this study was to determine in what ways the competence frameworks analyzed converge or diverge and whether they are similar enough to be considered equivalent.

Abstract

Purpose

The purpose of this study was to determine in what ways the competence frameworks analyzed converge or diverge and whether they are similar enough to be considered equivalent.

Design/methodology/approach

This study is based on a comparative analysis of competence frameworks describing sustainability education and foresight and futures education.

Findings

This study finds that sustainability education and futures and foresight education differ in significant ways in terms of expected outcomes as described by competence frameworks. The two educational fields cannot be considered equivalent. Rather, we find that they are complementary.

Research limitations/implications

This study is based on an analysis of competence frameworks that have been published in peer-reviewed publications. They do not necessarily reflect what is actually practiced in educational environments. Also, competence frameworks may be in circulation that have not been described in scholarly publications and are therefore not included in this study.

Practical implications

The results of this study can be helpful for further refining and developing both sustainability education and futures and foresight education by clarifying the different roles that they play in promoting the skills needed to address long-term challenges in uncertain futures.

Social implications

The rapid rise in prominence of sustainability education, in particular, but also foresight and futures education, is indicative of current concerns about the future of our planet and the beings that inhabit it. There is a sense that a key role of education should be to contribute to a pursuit of positive futures for all. By clarifying how current educational practices address this need, this study contributes to the overall goal of education.

Originality/value

Sustainability education and foresight and futures education have been regarded as being at least similar enough that implementing one may preclude the necessity for the other. This study shows that there are significant differences between the two as they have been defined in published competence frameworks. In particular, it shows that sustainability education emphasizes the use of anticipatory intelligence for strategic planning, while foresight and futures education emphasize the generation of anticipatory intelligence. The two fields are found to be complementary in that they address different, but equally necessary, skills needed to address long-term challenges.

Details

On the Horizon: The International Journal of Learning Futures, vol. 31 no. 2
Type: Research Article
ISSN: 1074-8121

Keywords

Open Access
Article
Publication date: 24 June 2022

Ulrik Jennische and Adrienne Sörbom

This paper explores practices of foresight within the United Nations Educational, Scientific and Cultural Organization (UNESCO) program Futures Literacy, as a form of…

Abstract

Purpose

This paper explores practices of foresight within the United Nations Educational, Scientific and Cultural Organization (UNESCO) program Futures Literacy, as a form of transnational governmentality–founded on the interests of “using the future” by “emancipating” the minds of humanity.

Design/methodology/approach

The paper draws on ethnographic material gathered over five years within the industry of futures consultancy, including UNESCO and its network of self-recognized futurists. The material consists of written sources, participant observation in on-site and digital events and workshops, and interviews.

Findings

Building on Foucault's (1991) concept of governmentality, which refers to the governing of governing and how subjects politically come into being, this paper critically examines the UNESCO Futures Literacy program by answering questions on ontology, deontology, technology and utopia. It shows how the underlying rationale of the Futures Literacy program departs from an ontological premise of anticipation as a fundamental capacity of biological life, constituting an ethical substance that can be worked on and self-controlled. This rationale speaks to the mandate of UNESCO, to foster peace in our minds, but also to the governing of governing at the individual level.

Originality/value

In the intersection between the growing literature on anticipation and research concerning governmentality the paper adds ethnographically based knowledge to the field of transnational governance. Earlier ethnographic studies of UNESCO have mostly focused upon its role for cultural heritage, or more broadly neoliberal forms of governing.

Details

Journal of Organizational Ethnography, vol. 12 no. 1
Type: Research Article
ISSN: 2046-6749

Keywords

Open Access
Article
Publication date: 27 February 2023

Mar Carrió Llach and Maria Llerena Bastida

Higher education institutions (HEIs) have a great responsibility to put education for sustainable development at the centre of their work. Curricula should therefore start to…

1776

Abstract

Purpose

Higher education institutions (HEIs) have a great responsibility to put education for sustainable development at the centre of their work. Curricula should therefore start to incorporate the sustainable development goals (SDGs) and key competencies in sustainability, and research should be carried out to determine effective learning methods for this. This study aims to explore the usefulness of problem-based learning (PBL) approaches to train biomedical students in sustainability and to provide some recommendations for the design and implementation of new PBL-SDG scenarios.

Design/methodology/approach

Two PBL-SDG scenarios were designed, implemented and evaluated for 110 students of human biology degree. Learning outcomes and student perceptions of this approach were analysed through questionnaires, student productions, non-participant observation and focus groups.

Findings

The results show that the PBL-SDG scenarios effectively addressed several SDGs and sustainability competencies in a transversal, collaborative and innovative manner. According to student perceptions, the elements that contributed most to the development of these competencies were emotional involvement with the scenario, reflection on their own actions, freedom to approach the problem and tutors who empowered them with their proposals.

Originality/value

The PBL-SDG approach presented in this study is an example of a pedagogical strategy that can help HEIs educate their learners as key change agents. The findings of this study provide evidence for this important aspect and give guidelines and strategies to successfully designing and implementing such methodologies in biomedical education.

Details

International Journal of Sustainability in Higher Education, vol. 24 no. 9
Type: Research Article
ISSN: 1467-6370

Keywords

Open Access
Article
Publication date: 28 September 2021

Scott Strachan, Louise Logan, Debra Willison, Rod Bain, Jennifer Roberts, Iain Mitchell and Roddy Yarr

As higher education institutions (HEIs) have increasingly turned to consider sustainability over the last decade, education for sustainable development (ESD) has emerged as a way…

Abstract

As higher education institutions (HEIs) have increasingly turned to consider sustainability over the last decade, education for sustainable development (ESD) has emerged as a way of imbuing students with the skills, values, knowledge, and attributes to live, work, and create change in societies facing complex and cross-cutting sustainability challenges. However, the question of how HEIs can actively embed ESD more broadly in and across curricula is one that continues to challenge institutions and the HE sector as a whole. While traditional teaching practices and methods associated with subject-based learning may be suitable for educating students about sustainable development, a re-orientation towards more transformational, experiential and action-oriented methods is required to educate for sustainable development. The need for educators to share their practices and learn lessons from each other is essential in this transformation.

This paper presents a selection of practical examples of how to embed a range of interactive, exploratory, action-oriented, problem-based, experiential and transformative ESD offerings into HE teaching practice and curricula. Presented by a group of academics and professional services staff at the University of Strathclyde who lead key modules and programmes in the institution’s ESD provision, this paper reflects on five approaches taken across the four faculties at Strathclyde (Humanities and Social Sciences, Science, Engineering and the Strathclyde Business School) and examines the challenges, practicalities and opportunities involved in establishing a collaborative programme of ESD.

Book part
Publication date: 10 August 2023

Alexandra Stavrianoudaki, Christos Govaris, Kostas Magos, Eleni Gana, Stavroula Kaldi and Charoula Stahopoulou

The present study provides insight on Roma students' understandings and experiences during their participation in a learning program under the aegis of Future Literacy Approaches…

Abstract

The present study provides insight on Roma students' understandings and experiences during their participation in a learning program under the aegis of Future Literacy Approaches and reports on the range of cognitive and social skills which can be cultivated through such literacy experiences. A case study research design was applied with an after-school evening class attended by 12 Roma students in a region of Greece. Thematic analysis of the qualitative data indicates that Roma students' engagement in the Future Literacy tasks of the program strengthened the acquisition of skills that could be useful for their daily lives, including the capacity to construct their own representations of daily life, and finding creative solutions to real-life situations. Activities provided students with the space and time to express their aspirations for self-empowerment and changed life conditions in the future. Findings provide one way to address the urgent need for Roma to challenge marginalization through leveraging their own active roles as citizens.

Details

Approaches to Teaching and Teacher Education
Type: Book
ISBN: 978-1-80455-467-8

Keywords

Article
Publication date: 1 January 2024

Philip Cardiff, Malgorzata Polczynska and Tina Brown

Education is widely recognized as a key domain for the promotion of the sustainable development goals (SDGs), prompting an increased focus on sustainable development in foreign…

Abstract

Purpose

Education is widely recognized as a key domain for the promotion of the sustainable development goals (SDGs), prompting an increased focus on sustainable development in foreign language education. Despite increased attention, guidelines about SDGs are often primarily policy-based without concrete guidance, and the integration of education for sustainable development (ESD) within higher education curricula has been slow. This paper aims to mitigate this gap by providing an outline for the curriculum development for three elective English courses integrating SDG themes.

Design/methodology/approach

The paper begins by introducing the SDGs, ESD and its application to language education. From there, this paper outlines three content and language integrated learning courses that integrate global issues into their curriculum. Finally, there is a discussion and consideration of various factors to consider when implementing global issues into an English language classroom.

Findings

Following practical examples of how to integrate global issues into an English language classroom, considerations such as socio-cultural context, teaching context and the expertise of the instructor are discussed.

Originality/value

This paper covers a variety of social topics related to sustainable development in addition to the often addressed environmental topics. Many guidelines about integrating SDGs into education are policy-based without concrete guidance, so this paper aims to provide practical examples and considerations.

Article
Publication date: 3 January 2023

Emily K. Talley and R. Bruce Hull

This paper aims to offer a case study for teaching specific systems thinking competencies that promote leadership for systems change. It uses leadership as a novel way to identify…

Abstract

Purpose

This paper aims to offer a case study for teaching specific systems thinking competencies that promote leadership for systems change. It uses leadership as a novel way to identify and organize systems thinking competencies that are important for successful multistakeholder collaboration.

Design/methodology/approach

Qualitative and quantitative approaches were used to assess learning outcomes across four cohorts of graduate students – with approximately 30 students per cohort – from 2017 to 2020 in the USA. The study examined a one-month-long assignment, out of a year-long program, that focuses on systems leadership for climate change.

Findings

Our findings demonstrate that higher education programs can successfully build these competencies in sustainability students and professionals. Our pedagogical approach enhances students’ systems thinking and leadership competencies.

Originality/value

We advance the understanding and teaching of systems thinking by integrating it with the direction, alignment and commitment model of leadership. Reframing systems thinking through the lens of leadership offers an important innovation and focus to the theory of systems thinking, and the pedagogy of building competencies sustainability professionals need.

Details

International Journal of Sustainability in Higher Education, vol. 24 no. 5
Type: Research Article
ISSN: 1467-6370

Keywords

Open Access
Article
Publication date: 22 August 2023

Musa Saimon, Zsolt Lavicza, Tony Houghton and Imam Rahmadi

The purpose of this study is to propose a model for integrating microgames in teaching primary Education for Sustainable Development (ESD) and illustrate the application of the…

Abstract

Purpose

The purpose of this study is to propose a model for integrating microgames in teaching primary Education for Sustainable Development (ESD) and illustrate the application of the proposed model in teaching integrated mathematics, arts, technology and language in primary ESD.

Design/methodology/approach

The model was based on conceptual mapping from the reviewed literature and reflection from their teaching experience.

Findings

The model and the related teaching-learning activities have been proposed.

Originality/value

The proposed model enhances the use of microgames in an interdisciplinary teaching framework.

Details

Journal of Research in Innovative Teaching & Learning, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2397-7604

Keywords

Article
Publication date: 16 November 2023

Hanna Chaikovska, Iryna Levchyk, Zoriana Adamska and Oleksandra Yankovych

The purpose of this study is to examine the formation of sustainable development competencies (SDCs) in future primary school teachers during English for specific purposes…

Abstract

Purpose

The purpose of this study is to examine the formation of sustainable development competencies (SDCs) in future primary school teachers during English for specific purposes classes, and to assess the correlation between English proficiency and the development of SDCs, including Collaboration, Strategic thinking, Critical thinking, Modelling sustainable behaviour, Systems thinking and Future thinking.

Design/methodology/approach

The research experiment involved the application of content and language integrated learning and facilitation methods in three higher education institutions in Ukraine. The students’ level of English language proficiency was assessed based on the results of the online Cambridge English Language Assessment test, while the level of SDC formation was measured using research methods adapted to the Ukrainian context.

Findings

The experiment revealed positive changes in the levels of SDCs and English language proficiency through integrated learning and the application of facilitation methods.

Originality/value

The study established a correlation between the level of English language proficiency and the formation of competencies, such as Collaboration, Strategic thinking, Critical thinking, Modelling sustainable behaviour, Systems thinking and Future thinking, all of which are vital for sustainable development.

Details

International Journal of Sustainability in Higher Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1467-6370

Keywords

Article
Publication date: 3 July 2023

Salvador Baena-Morales, Gladys Merma-Molina and Alberto Ferriz-Valero

The aim of this personal vision research is to analyse the characteristics of physical education subject to contribute to the Sustainable Development Goals (SDGs) through the…

Abstract

Purpose

The aim of this personal vision research is to analyse the characteristics of physical education subject to contribute to the Sustainable Development Goals (SDGs) through the development of competences in university students. The objective is to reflect on how critical and systemic thinking could be mobilised through the contents and methodologies in physical education to promote the SDGs.

Design/methodology/approach

A conceptual article is proposed in which an active investigation of how physical education could foster critical and systemic thinking has been carried out. For this purpose, articles were selected that have analysed the potential of physical education for sustainability. Databases such as Web of Science, Scopus or Google Scholar have been reviewed through keywords such as “physical education”, “sustainability”, “critical thinking” or “systems thinking”.

Findings

Strategies are presented to enable university students to understand the scope of the subject beyond the physical dimension. This study discusses that it is only through such a change of view of the subject that meaningful learning and learning situations that encourage enquiry and active participation can be introduced. Thus, this paper argues that physical education is a unique area of knowledge for mobilising critical and systemic thinking in the context of sustainable development (SD). Consequently, concrete actions are presented for application in physical education teaching that shows direct connections to specific targets of the SDGs.

Practical implications

This study presents practical implications for higher education leaders and educational policy designers at the national level, as it would help improve initial and ongoing training programs for physical education teachers, focusing on the development of key competencies for sustainability.

Social implications

Physical education has the potential to contribute to the development of vulnerable schools and communities, especially to the health and well-being of children and young people and does not require large financial budgets. Therefore, the recommendations presented in this study can have a positive impact on the well-being of these groups.

Originality/value

This document invites reflection on how, through different teaching strategies, we can produce significant learning that contributes to the sustainability of the planet. All this, trying to mobilise critical and systemic thinking and consequently improving awareness for SD.

Details

International Journal of Sustainability in Higher Education, vol. 24 no. 8
Type: Research Article
ISSN: 1467-6370

Keywords

1 – 10 of 321