Sökning: "Education for Sustainable Development ESD"

Visar resultat 1 - 5 av 72 uppsatser innehållade orden Education for Sustainable Development ESD.


    Master-uppsats, Göteborgs universitet/Institutionen för pedagogik och specialpedagogik

    Författare :Katerina Olson; [2021-08-17]
    Nyckelord :Mother Tongue Tuition; Education for Sustainable Development;

    Sammanfattning : Aim: The aim of this research is to investigate how ESD intersects with the subject ofMother Tongue Tuition in the compulsory school system via one municipality inSweden. This is done by engaging with two analytical foci: i) the analysis of attitudesandresponses to ESD in MTT. LÄS MER



    Författare :Alice Annelin; [2021-06-29]
    Nyckelord :Sustainability Competencies; Experiential Learning; Sustainability Action; ESD; Online Teaching;

    Sammanfattning : Aim: The purpose of this study was to investigate university student perceptions of their competencies of and propensity to act for sustainability, while they study on a module designed with use of the experiential learning approach. Theory: The conceptual framework of this research was based on a combination of theories; experiential learning (Dewey, 1963) that focuses on the development of student knowing, being and doing, and transformational learning theory (Mezirow, 2000) that has inspired the key sustainability competencies (Brundiers et al. LÄS MER

  3. 3. EDUCATION FOR SUSTAINABLE DEVELOPMENT IN SÁPMI An interview study with Sámi education professionals addressing the challenges and opportunities for respecting cultural diversity in education


    Författare :Sara Österlund Picó; [2021-06-28]
    Nyckelord :Education for Sustainable Development ESD ; Indigenous education; Indigenous knowledge systems IKS ; Sámi people; Sápmi;

    Sammanfattning : In connection to global ESD discourse concerning the need for education to respect cultural diversity, the aim of this study is to investigate challenges and opportunities encountered by Sámi education professionals regarding the implementation of Sámi education in Sápmi. To meet this purpose, the study addresses the following research questions:How do Sámi education professionals describe:i) culturally appropriate and locally relevant education in Sápmi?ii) challenges and opportunities for implementing culturally appropriate and locally relevant education in Sápmi? To analyze the empirical material obtained through semi-structured interviews, a theoretical framework grounded in decolonial theory, using the concept of epistemic justice and critical place-based pedagogy, is applied. LÄS MER

  4. 4. Ecovillages as Destinations : Potential of Educational Tourism for Coping with Climate-Anxiety

    Master-uppsats, Uppsala universitet/Institutionen för samhällsbyggnad och industriell teknik

    Författare :Lena Rothe; [2021]
    Nyckelord :ecovillage; climate anxiety; educational tourism; student mental health service; coping; mental health; tourism; eco anxiety; higher education; education for sustainable development; climate change; study visit; community; the work that reconnects; deep ecology;

    Sammanfattning : Climate-anxiety is a growing mental health issue among the public and particularly among students in sustainability-related studies in Higher Education Institutions (HEI). As education on climate change in HEI overly relies on cognitive learning, students are not able to address their emotions and potential worries about climate change adequately. LÄS MER

  5. 5. Pioneering Education for a Sustainable Future : Education for Sustainable Development through the Lens of Experts

    Magister-uppsats, Uppsala universitet/Företagsekonomiska institutionen

    Författare :Julia Borgers; Sara Anna Mohamadi; [2021]
    Nyckelord :Education for Sustainable Development ESD ; Sustainable Development; Education and Societal Transformation; Discourse; Sustainability Attitudes;

    Sammanfattning : Education for Sustainable Development (ESD) provides a framework for reorienting education towards sustainability. The ESD framework is criticized for reproducing rather than transforming unsustainable systems, thus a critical analysis of the framework is crucial to understand its role in reorienting education towards sustainability. LÄS MER