Kioupi, V. orcid.org/0000-0002-6174-5546 and Voulvoulis, N. (2022) Education for Sustainable Development as the Catalyst for Local Transitions Toward the Sustainable Development Goals. Frontiers in Sustainability, 3. 889904. ISSN 2673-4524
Abstract
Education for Sustainable Development (ESD) is hypothesized to enable the transition to a sustainable future as envisioned by the UN Sustainable Development Goals (SDGs). To demonstrate the potential of ESD to facilitate such a transition, research was carried out between 2018 and 2020, using a systems thinking approach to enable educational communities develop their own visions around the SDGs through a participatory process of localization of sustainability goals and targets and an alignment with formal educational outcomes. Three case studies implemented in a university and two schools in the UK were evaluated as to their capacity to facilitate these transitions through the development of sustainability competences in their learners. Findings from the application of the systemic framework for transitions toward the SDGs through ESD and assessment tools for sustainability competence attainment in learners are discussed in depth. Important barriers and enablers of the process are identified, as well as leverage points to increase the effectiveness of interventions. This work aims to inform education practitioners and community stakeholders about the potential of ESD and practices they can adapt to their own needs and circumstances.
Metadata
Item Type: | Article |
---|---|
Authors/Creators: |
|
Copyright, Publisher and Additional Information: | © 2022 Kioupi and Voulvoulis. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
Keywords: | ESD, sustainability competence, SDGs, pedagogy, curriculum, assessment, sustainability transition, constructive alignment |
Dates: |
|
Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Environment (Leeds) > School of Earth and Environment (Leeds) > Sustainability Research Institute (SRI) (Leeds) |
Depositing User: | Symplectic Publications |
Date Deposited: | 10 Feb 2025 16:23 |
Last Modified: | 10 Feb 2025 16:23 |
Published Version: | https://www.frontiersin.org/journals/sustainabilit... |
Status: | Published |
Publisher: | Frontiers |
Identification Number: | 10.3389/frsus.2022.889904 |
Sustainable Development Goals: | |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:223063 |