Sökning: "Education for Sustainable Development"

Visar resultat 1 - 5 av 531 uppsatser innehållade orden Education for Sustainable Development.

  1. 1. EDUCATION FOR SUSTAINABLE DEVELOPMENT AND MOTHER TONGUE TUITION AT A CROSSROADS

    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

  2. 2. The expulsion of pregnant students in Uganda: Teacher perspectives on a contravention of 'Education for All’

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

    Författare :Amoni Kitooke; [2021-08-16]
    Nyckelord :schoolgirl pregnancy; student expulsion; education for all;

    Sammanfattning : The denial of formal education to pregnant pre-tertiary school students contravenes universal access to quality education, yet the latter is a key aspiration of the 21st century. Only recently, in 2015, did Uganda draft guidelines on preventing and managing HIV/AIDS and pregnancy in school settings, with a COVID-19 related update in 2020. LÄS MER

  3. 3. SUSTAINABILITY COMPETENCIES AND EXPERIENTIAL LEARNING IN HIGHER EDUCATION: STUDENT PERCEPTIONS

    Master-uppsats,

    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

  4. 4. PRESCHOOL PERSPECTIVES ON NATURE – AN INTERVIEW STUDY OF CHILDREN ATTENDING OUTDOOR CLASSES

    Master-uppsats,

    Författare :Georgios Avramidis; [2021-06-29]
    Nyckelord :children’s voice; outdoor learning; preschool children’s perspectives; nature; Education for Sustainable Development;

    Sammanfattning : Aim:The aim of this thesis is to explore views, perspectives and opinions of preschool children that attend outdoor classes about nature, animals, plants and nature’s protection from humans’ pollution. By conducting semi-structured interviews with preschool children, the children’s voice is sought to be at the centre of research. LÄS MER

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

    Master-uppsats,

    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