Search

The New Culture of Water (NCW) is a catalyst for sustainable transformation between political agreements and the unsustainability of the real world, thus requiring an integral participation for an efficient water management where the academy will try to make a substantial contribution. Therefore, this study aimed to design, implement and evaluate four competencies: Knowledge, Attitude, Perception and Practices (KAPP) of a formal program of Education for Sustainability (EfS) on the New Water Culture (NWC), addressing issues such as prevention of water quality, conservation and efficient use at home. To carry out the evaluation, a semi-structured survey of 47 items was conducted in three stages: at the beginning (diagnostic), during the development of the (EfS) (formative) and at the end (summative). A total of 103 nursing students participated in the (EfS), divided into two groups A and B, with the addition of group C as a control group. The results showed that group A had the best results, in general. Statistical tests to calculate the mean, standard deviation (SD) and a validation with the nonparametric Wilcoxon test showing a significant change in the participants of group A, which indicated an important impact of the (EfS). This study also provides an overview of the community situation that can help trigger early warnings to identify weaknesses in water management.

High school students need to be introduced to and trained in system thinking skills as one of the implementations of Education for Sustainable Development (ESD). This study aimed to develop high school students' systems thinking skills through ESD-laden project-based learning on environmental change material. A pre-experimental method was applied with the One Group Pretest Posttest Design to 35 class X high school students in Bandung Regency who were selected by non-random sampling. The data were collected through open questions to evaluate students' systems thinking skills and were processed by scoring student answers based on the rubric for assessing system thinking skills. The N-Gain value was calculated to determine the magnitude of the increase in students' systems thinking skills before and after learning. The results showed that the N-Gain value was 0.64, which means that students' systems thinking skills moderately developed after project-based learning containing ESD. The development of system thinking skills can train students to change paradigms to view a problem from various perspectives to find a sustainable solution, encouraging them to pay more attention to their activities and take more responsible actions.

Recently the trend of words in the world is related to sustainable development such as "green" has become a new trend in everyday human life. This study aimed to analyze and map the chemistry learning with green chemistry insight for undergraduate students of chemistry education program as an effort to conserve the environment as one of the Sustainable Development Goals (SDGs). The urgency of this study is to support the achievement of SDGs through education, especially the target number 12, responsible consumption and production and/or number 13, climate action. Data collection was used exploratory method by combining primary and secondary exploratory framework. The primary method was focused on the observation qualitative or quantitative and the secondary on the literature research. Data analysis were used qualitative and quantitative descriptive. It can be concluded that; the efforts to preserve the environment through education can be pursued with green chemistry insight learning. The principles of green chemistry that can be implemented in chemistry learning on suitable material represent in some action such as; waste prevention, use the safe solvent, energy efficiency, and creating safe and secure conditions in learning both in the classroom and laboratory. Chemistry learning have the role to support SDGs through education by using some learning model/methods, such as discussion, concept map, or practical methods as well as Project Based Learning. So, the results of this study can be refer as an alternative learning that have contribution in SDGs achievement through education.

This article examines how university-community outreach was an enabler for integral human development during the COVID-19 pandemic. Qualitative information about the University of Asia and the Pacific (UA&P) Community Outreach Program (COP) is described and analyzed. In particular, the Kabagis Aeta Projects succeeded in its initial implementation, moving from distribution of goods to capability building. It has improved family living conditions and instilled positive work values among the Aetas of Castillejos, Zambales, Philippines. The interventions served as enablers of integral human development in personal, economic, social, ecological, and spiritual life. Beyond physical, structural interventions and resources, values formation was integrated to achieve integral human development. Structures furnished through the COP--the study center, livelihood workshop, and training center--provide venues for trainings and continuous learning for the Aetas. Possible clients or markets can also be explored to absorb the products and outputs of their newly learned skills.

Nowadays, many education programmes claim to evolve according to present and future skills needed for sustainable development, and one of these skills is inventive problem-solving. Systematic-inventive problem solving (SIPS) is a systematic approach to problem-solving derived from engineering, technology, science, mathematics, and general problem-solving principles. This study presents findings from a SIPS-based methodology to enhance inventive problem-solving in school science for the Light topic. SIPS is an approach for innovative solutions with early judgment by exploring the problem's world or surroundings. This study was conducted with 78 seventh-grade pupils in Istanbul, Türkiye. Mixed methods were applied to determine the contribution of SIPS to developing their inventive problem-solving and to get their opinions about SIPS. The data were collected through the pre-post Inventive Problem-Test (IP-T), documentation of pupils' activities, and interviews. Statistical and descriptive analyses revealed that using inventive problem-solving tasks fostered pupils' inventive-problem solving skills. Also, using SIPS helped pupils solve real-life problems for which they might need information on different topics such as heat-temperature, electrostatics, or pressure. The study suggests that SIPS makes it possible to increase 7th grade pupils' interest in science, more comprehensive and focused thinking, and their realisation that what they learn at school is useful in everyday life.

Oman Vision 2040 strives to continue shifting the country from an oil to a non-oil-based economy by emphasizing the value of diversification in HEIs. This study aims to provide in-depth insights into implementing the knowledge economy strategy in Oman's higher education system and uses a case study methodology, draws on thematic analysis, and adopts an interpretive perspective employing semi-structured interviews conducted with the dean, assistant deans, and heads of academic departments. The study manifests a common sense among the academic leaders that espousing the policy of the KE in HE is agreed upon. This approbation of KE is ascribed to the discrepancy between developed and developing countries concerning the reality of the higher education systems and the embedded influence of neoliberalism. The study identifies the four fundamental pillars of KE in HE, whereby the study could interpret the existing educational leadership style undertaken and speculate on its future directions. The research indicates three obstacles facing educational leadership; challenges of practicing leadership, lack sustainable system (within the college), and external factors (beyond the college). It also unveils two significant benefits: preparing students for employment in the private sector will reduce the burden on the government to provide careers. Second, the potential reciprocal gains that are pursued in industry and HEIs through funding research, reviewing curriculum and learning outcomes together, and offering a hands-on approach to tackle challenges confronting the national labor market.

Background: The COVID-19 pandemic challenged the higher education institution's face-to-face education. Higher education institutions have overcome this challenge through enhanced virtual education which has provided further opportunities to the higher education institutions. One of these opportunities is the 'virtual' internationalisation of higher education which enables higher education institutions to reach more students globally. Purposes: This paper aims to investigate the 'virtual' internationalisation of higher education's role in glocal sustainable development and how to enhance its use to support glocal sustainability and sustainable development. This paper emphasises importance of political economy of the 'virtual' internationalisation of higher education to support glocal sustainable development and environmental policies. Methodology/Approach: The aim of this paper is achieved based on an in-depth literature review. Findings: This paper highlights effective, strategic and successful 'virtual' internationalisation of higher education's role in competitiveness of higher education institutions. This paper highlights political economy of the 'virtual' internationalisation of higher education and provides recommendations and key success factors for the 'virtual' internationalisation of higher education to enhance glocal sustainable development and sustainability as well as environmental policies. This paper emphasises importance of considering the 'virtual' internationalisation of higher education in countries' sustainable development plans, strategies and policies. Discussion: Effective and strategic 'virtual' internationalisation of higher education can support higher education institutions' competitive advantage globally. They can support higher education institutions' success in getting intelligent students from all over the world. This can further contribute to their competitiveness. Furthermore, this can enable them to employ, in these 'virtual' internationalisation of higher education programmes, globally competitive and competent academic staff from all over the world. This paper can be useful to academics, policy-makers and researchers in the relevant field.

Background and Aim: China's economic and societal development, education reform, and increasing demand for quality education, independent colleges' advantages waned. Issues like "schools within schools," lack of independence, unclear property ownership, and weak internal governance arose, necessitating restructuring and new directions. Thus, this article examines Edvantage Group's response to independent college restructuring through dynamic capabilities theory, analyzing bottleneck issues, exploring measures taken for reform and development, and investigating a sustainable development path post-restructuring. Materials and Methods: Through semi-structured interviews and practical investigations, this paper analyzes the development strategy of the independent college under Edvantage Group. Results: the group's development presents a dynamic and evolutionary growth process, and dynamic ability is the key ability for the group to gain a foothold in the market and gain development advantages. Under the background of the current government's efforts to promote vocational education, the Group should incline its internal resources more to vocational colleges and technical schools. To give full play to its advantages, seize opportunities and make up for its disadvantages, it is necessary to improve the internal governance system, improve the system construction, strengthen and stabilize the teaching staff, enhance the social influence of the group, further promote the restructuring of internal resources of the group and improve the utilization efficiency. Conclusion: The transformational development challenges, private education groups need to find a distinctive, high-quality, and sustainable path to development. Dynamic capabilities are crucial, and this paper takes the case of Edvantage Group, investigating its development strategy based on dynamic capability theory.

According to UNESCO, education for sustainable development (ESD) is characterized by the concern for training the skills necessary for a human individual to relate responsibly to the natural, economic and socio-cultural environment in which he lives, minimizing or completely avoiding the negative effects of actions on the quality of his life and that of others. This finality of education for sustainable development requires the prioritization of moral education and shifts the focus to the development of moral consciousness and the formation of a value system agreed and assumed by all members of a community. Because it essentializes human values, the fairy tale constitutes an ideal learning content in relation to the objectives of moral education. The wide and varied symbolism of the heroes who evolve in the fairy tale world, the situations they go through and the key tools in overcoming some crises turn the fairy tale into a source of learning with a safe and deep impact on the student, both cognitively and affective and volitional. Knowing the interdependence between the professional skills of the teacher and the training of the student's skills (Ceobanu et al., 2020, p. 277), a teacher has the duty to know what are the sources and contents of learning that optimally respond to the educational needs and interests of those whom he guides. Therefore, the teachers' conception of the educational potential of the fairy tale is a determining factor in the application or exclusion of this content from the instructive-educational/school activities. The study we are carrying out aims to determine the level of knowledge of the educational potential of the fairy tale by teachers from schools on both banks of the Prut and provides valuable data about their beliefs regarding the effectiveness of the fairy tale in training and educating the younger generations.

Purpose: This article examines the role of Vocational Education and Training (VET) in a green transition of industry. In the world of industry, battling climate change is often treated as a technical issue, but recent research on VET has tried to balance the technological paradigm with more human-centric approaches. The literature review addresses emergent VET research that presents various and partially competing perspectives on the purpose of VET in relation to climate change. Methods: We use an integrative literature review to investigate this complex topic. This technique is particularly useful for making sense of emergent research concepts, as well as various, and partially competing, theoretical and methodological approaches. It also allows us to incorporate literature from different countries and VET systems. The main search was performed in Scopus during March 2023, and included studies published within a timespan of eight years (2016-2023). Findings: Through a qualitative content analysis, we have identified five cross-cutting themes in the literature--Conceptualising ill-defined concepts of green jobs and skills; high-tech solutions in the movement towards a fourth industrial revolution versus inclusive growth for VET greening; towards sustainable work-based learning for green skills in VET; radical transformative approaches to a just green transition; and the co-creation of skill-formation ecosystems. The analysis has highlighted the ways in which VET can take on different roles in the green transition, and that these roles can be developed successively in parallel with a green transition in industry. In the development of the role of VET, it is also relevant to consider the contrast between "transitional" approaches and "transformative" approaches in VET research. While transitional approaches are recurrently marked by empirical research in specialised areas and subsystems within society, transformative approaches are characterised by a stronger focus on societal transformation (large-scale changes), power dynamics, and social justice. Conclusion: In conclusion, we suggest an analytical model that synthesises research on what role VET can play in a green transition of industry. The development model highlights that VET can take on different roles in a green transition and can gradually develop in parallel with a green transition in industry.

The qualities of a teacher are the essential factors that influence learners' academic performance. Most of these qualities are acquired through retraining programmes. As a result of this, many in-service training programme have been on-going. This study was undertaken to ascertain the impact of SDGs retraining workshop on pedagogical competencies of primary school teachers. It is a descriptive survey design guided by four research questions. The population of the study consisted of 3,115 primary school teachers who participated in SDGs retraining workshops. Multistage sampling technique was used to select 360 teachers. The researchers developed a structured questionnaire titled primary school teachers' pedagogical competence questionnaire (PSTPCQ, r=0.86). Mean and standard deviation were used to answer the research questions. The results of the data analysis revealed that the SDGs retraining workshops impacted basic science and technology teachers' pedagogical competencies positively in areas of teaching methods, construction of instructional materials and assessment of learning outcomes but negatively on the out-of-class science teaching strategy. It was recommended among others that all primary school teachers should be given opportunity to attend the SDGs retraining workshop and that adequate fund should be made available for regular and consistent retraining programmes to ensure greater and effective instructional delivery of BST lessons.

This study aimed to exhibit a bibliometric analysis of systems thinking (ST) research in the field of science education. A total of 340 articles from 201 sources indexed in the Web of Science database in the years 1991-2022 were used in the analysis. The analysis aimed to provide a review of systems thinking research in science education by identifying the dynamics of research by presenting the periodical process, current situation, and future directions. Research on systems thinking has been acknowledged to demonstrate a significant increase in recent years. Bibliometric data prove that systems thinking research concerning studies in science education exhibits a parallel increase too. This is mainly due to UNESCO's (2015) declaration of "The Education for 2030 Framework for Action." There systems thinking was defined as a key competency among eight competencies for education for sustainable development. Correspondingly, the analysis in this study suggests that systems thinking research in science education is a lively and developing subject in the past decade.

The social responsibility of college students in the later stages of adolescence for sustainable development is emphasized, and the role of universities has become a crucial task. This study aimed to explore the level of college students' cognition, attitude, and behavior towards sustainable development and the association among them through the moderation effect of informal online learning. The difference verification and structural equation modeling were applied to 559 students who majored in science, and statistical validity was confirmed. Regarding the sustainable development level of college students, there was a significant difference in cognition, attitude, and behavior towards sustainable development between males and females, formal education, and informal online learning. Further, college students' attitudes towards sustainable development played a significant mediating role between cognition and behavior. The study also found a significant moderation effect of informal online learning on students' cognition and attitude toward sustainable development behavior. Accordingly, this study suggests that universities should systematically design educational programs to promote college students' behavioral change toward sustainable development through personal life-oriented learning courses.

Target 4.7 of the United Nations Sustainable Development Goals can provide an opportunity for a more transformative approach to education. To consider this requires a new approach to learning that moves beyond subjects and disciplines to recognise intersectionality as being central to providing a radical rethinking of the purpose of education. Evidence from initiatives by civil society organisations in England shows that there are examples of these practices. At an international level, the Dublin Declaration on Global Education to 2050 provides an additional boost to calling for a major transformation in education.

The United Nations' (UN) Sustainable Development Goals (SDGs) aim to create a sustainable world and provide permanent solutions to major social, ecological, and economic problems affecting the world. Education holds a central position in disseminating and achieving these goals with a thorough understanding. From this stance, English language teaching (ELT) lends itself to giving leeway to integrating SDGs considering students' academic purposes. With all these in mind, this study investigates EAP students' conceptualization of SDGs and derives from data collected from 360 undergraduate students enrolled in the English language and literature department at a state university in Turkey. A descriptive survey design was employed to seek answers to the research questions, and both quantitative and qualitative data were collected from participants. Results revealed divergences between qualitative and quantitative findings. Quantitative findings indicated the predominance of the systems thinking perspective among the participants, suggesting that they viewed SDGs as a complex whole, encompassing various intertwined and interconnected elements. However, qualitative findings revealed the problematic conceptualization of SDGs, providing deeper insights into the phenomenon in question. In line with these findings, this study suggests several pedagogical implications for integrating SDGs into teaching practices.

The aim of this study was to develop a learning model that integrated ESD-oriented STEAM with fluid ideas to produce ESD-oriented STEAM-based learning. This study employs the Borg and Gall model which is simplified into three steps. The effectiveness and documentation were evaluated using questionnaires for experts and educational practitioners, observation sheets for student creativity and pre- and post-test sheets. The data analysis involves both quantitative and qualitative methods. The findings demonstrated the characteristics of STEAM-based physics learning tools including increased creativity and student learning outcomes. Analyzing how ESD-focused STEAM-based learning resources are used in the developed fluid material yields beneficial results. Student learning outcomes increased in the moderate category. The average score for student creativity was 86.12% in the very good category showing that the usage of learning resources including worksheets based on STEAM subjects and ESD was successful in enhancing creativity and student learning outcomes. This study has implications for improving student interest in physics education. The findings of this study can also be used to advise curriculum designers to incorporate this model for physics teachers to use while instructing physics in their courses.

This research was prepared in order to examine the attitudes of social studies teacher candidates towards renewable energy sources in terms of various variables. Convenient sampling, one of the purposeful sampling methods, was preferred in the research and the sample group of the research consists of 250 teacher candidates, who are the last level students of universities who teach social studies. In the research, the data were collected by taking the necessary permissions and transferring the scale used to the online environment, taking into account the cost and economic conditions. The Attitude Scale Towards Renewable Energy Sources developed by T. Günes, K. Alat, and A. I. C. Gözüm, was used after obtaining the necessary permissions. In addition, the demographic information form prepared by taking the necessary expert opinion within the scope of this research was used as a data collection tool in the research. The Attitude Scale Towards Renewable Energy Sources used in the research was prepared in a 5-point Likert type consisting of 26 items. The causal comparison design, which is among the quantitative methods, was preferred in the research. The data obtained in the study were analyzed using independent groups t-test and one-way analysis of variance (ANOVA).

The incorporation of interdisciplinary education, a topic of significant global interest, is increasingly being recognized as a key aspect of educational innovation in Vietnam. This recognition extends to several fields, including STEM (Science, Technology, Engineering, and Mathematics) education. This research aims to design and implement a STEM situation associated with the context of water protection in Vietnam for 10th-grade students in which students mobilize the knowledge of Physics (specific gravity, Archimedes' principle) and Mathematics (volume) to design a salinometer. This device measures the salinity of the water. The research methodology is based on the observed increase in saline levels in the coastal regions of Vietnam in recent years, which has had a substantial impact on agriculture and the livelihoods of millions of people. This methodology aims to provide realistic scenarios for students to address and resolve these problems. A total of forty students in the 10th grade were involved in a teaching situation that consisted of five distinct phases. Forty 10th-grade students participated in a teaching situation conducted in five phases. The results showed that the situation helped students strengthen and connect their physics and mathematics knowledge, create a vibrant learning atmosphere, enhance communication, and develop problem-solving competency. Furthermore, the teaching situation also needs to be revised regarding the measurement practices of Vietnamese students. The situation contributes to educating students' awareness of current events, protecting Vietnamese water resources, and the importance of sustainable development. In addition, we can use the same teaching process as in this research to develop other STEM teaching situations.

Frequently, global disasters occur due to human-induced activities, involving international society's role in attempting disaster risk reduction. This study aimed to examine the current state of Thai disaster education at the school level, which Japan supports, and analyze higher education's role in enhancing school-level disaster education through Bruno Latour's actor-network theory (ANT). A mixed-method approach was employed in this study. Quantitative data were gathered through questionnaire surveys involving 150 students aged 13 to 15 from mountainous regions. The surveys focused on their knowledge, attitude, and disaster self-appraisal practices (KAP) in rapid-onset circumstances, using percentages and numerical values. In contrast, the qualitative data were collected through in-depth interviews with five key informants and analyzed using content analysis. The students exhibited a high level of knowledge, while their attitude was assessed at the medium level, and their practical implementation was statistically low. This reflects a significant emphasis on Thai disaster education in rapid-onset situations. Nevertheless, slow-onset disasters, particularly drought and clean water supply issues, have the most profound and adverse impacts. ANT highlights the inseparable relations between human and non-human actants, encompassing government, higher education, schools, technology, and knowledge engagement in climate resilience building. The study findings provide guidance for all stakeholders, including government, higher education institutions, and schools, to transition their training or education programs from a rapid-onset to a slow-onset approach. This involves promoting the collaboration between higher education and its external partners to develop water management education initiatives that cultivate lifelong learning skills and contribute to achieving Sustainable Development Goals 3 Good Health and Well-being.

The purpose of this study is to identify current research trends in the area of ESD. The SLR (Systematic Literature Review) method was used in this bibliometric investigation. Sourced from Scopus from 2019 to 2023, the database is used. Research on Education for Sustainable Development (ESD) has seen a significantly increased attention in recent years. Therefore, it is necessary to conduct a detailed examination regarding this matter promptly. This can help enhance our ability to identify study trends and better understand the character of the ESD method. Using a bibliometric approach, we identified 3,247 journal articles that containing the keyword "education for sustainable development". The results of the study show that scientific publications about ESD have relatively increased. After filtering with certain criteria, 60 articles were obtained. Consequently, Sweden contributed the most documents on ESD and the Futur Institute from Germany predominated in publications. The most contributing author is Gericle n. The research trends on ESD were grouped into five clusters, namely 1) ESD in the scope of learning; 2) ESD on educational programs and policies; 3) ESD linked to learning and teaching in practice; 4) ESD related to achievements or competencies in continuous learning; and 5) ESD related to continuous evaluation. Research findings can assist researchers to understand the ESD research trends and provide recommendations for further research directions.

The primary objective of this study is to examine the relationship between education aid and different levels of schooling, specifically primary, secondary, and tertiary education, from a gender perspective, with a particular focus on Sustainable Development Goal (SDG) four. The study is structured into three main parts: the analysis of female outcomes, the analysis of male outcomes, and conducting a comparative analysis of results between females and males. Firstly, the study analyzes the impact of education aid on completion rates for females and males at the primary level, net enrolment rates for females and males at the secondary level, and gross enrolment rates for females and males at the tertiary level. Subsequently, a comparative analysis of the female and male outcomes is conducted. The study drew data from a 19-year panel (2002-2020) of fifty low and lower-middle-income countries. The system GMM (One-step GMM and Two-step GMM) was utilized for the analysis. Both methods demonstrated a favorable correlation between education aid and primary and secondary education. However, the results suggest that males benefit more from education aid than females at primary and secondary levels. Additionally, the findings for the tertiary level demonstrate that the relationship between tertiary education aid and tertiary education is not optimal. The primary contribution of this study lies in its focused examination of the impact of a specific level of educational aid on particular educational outcomes, with a special emphasis on gender considerations within a comprehensive framework aligned with SDG four.

Sustainable leadership is a necessity to achieve the goals of sustainable development, such as addressing complex global issues, preserving environmental and social balance, ensuring the well-being of future generations, and promoting innovation. Sustainable leadership in education is important to contribute to sustainable development goals by equipping future generations with environmental, social, and economic responsibilities and integrating sustainability principles into the education system. This study aims to determine the current state of research containing the term "sustainable leadership" by conducting a bibliometric analysis using the Web of Science (WoS) database. The VOSviewer software is employed to visually represent the data obtained from the WoS database. According to the comprehensive bibliometric analysis results, research related to the theme of "sustainable leadership" began to emerge in 2002, with a total of 390 publications identified in the period from 2002 to 2023. The majority of these publications are in the form of articles, reflecting the interest and curiosity within academic circles in this field. However, considering the lower presence of other document types such as conference papers, book chapters, and review articles, there appears to be a growing need for these types of sources. The bibliometric analysis reveals that research on sustainable leadership is predominantly published in the form of articles, with a significant increase observed, particularly in publications from 2019. The VOSviewer analysis of the "sustainable leadership" field categorizes the most commonly used terms into three clusters: "sustainability", "sustainable leadership", and "leadership". In terms of the distribution of articles in the field of sustainable leadership by citing countries, the countries with the highest number of citations are Thailand, South Africa, the United States, and China, respectively. The findings of the analysis are believed to contribute as a resource for future research and benefit researchers in exploring potential topics related to the theme of sustainable leadership in the near future. Additionally, it is noted that there is limited research on sustainable leadership in Turkey, and recommendations are provided for its further development.

Middle level scholars and educators have begun to examine dominant narratives and conceptual traditions around middle level history and philosophy with careful attention to diversity, equity, inclusion, and justice (DEIJ) (Harrison et al., 2018). Across these critical shifts in focus for middle grades education, myriad questions have arisen about signature pedagogical practices and enduring organizational structures that define and qualify middle schooling both historically and in the present educational moment. This shift also includes a focus on achieving more just middle schools that take up and execute the theories of young adolescent developmentalism with attention to diverse intersectional social identity, the mutable educational context, and DEIJ (Harrison et al.). Of particular importance in considerations for achieving more just middle schools is interrogating how traditional organizational practices might promote and/or inhibit inclusive classroom and school environments for all students and educators.

The present study investigated freehand cutting technique in dressmaking as an entrepreneurial skill among secondary school students for sustainable development in Port Harcourt Metropolis. The researcher employed a descriptive survey research design. The study was conducted in Port Harcourt, Rivers State. The population for the study included all students in eight government secondary schools in Rivers State. A sample of 25 students was randomly selected from each of the schools, resulting in a total of 200 respondents. The researcher created a self-made questionnaire. The results emphasized the importance of teaching freehand cutting technique in dressmaking in secondary schools, as well as the need to provide Nigerian youths with training in various skills, such as creativity and innovation, entrepreneurship skills, managerial experience, and record keeping.

Education for Sustainable Development (ESD) is an initiative of the United Nations' Sustainable Development Goals (SDGs). ESD contributes to a sustainable community by teaching students about their personal impact on their community to help them make resourceful decisions. The researchers are interested in principals' role when implementing ESD within their schools. This was a qualitative study, which included six school principal interviews. The findings included the following themes: math and reading were a priority, social and emotional needs were prioritized, ESD was seen as extracurricular, and current events and students' interests influence learning content and activities.

The purpose of this research was to reveal the impact of sustainable development education (SDE) prepared and implemented by researchers on pre-service teachers, on the level of awareness of sustainable development, and to identify the views of pre-service teachers regarding the education they receive. The study group consisted of 59 social studies pre-service teachers studying at a state university in Turkey during the fall semester of the 2019-2020 academic year. In the research, a mixed-method approach was used, which involved the use of both quantitative and qualitative methods. The research findings indicate that after the 15-week SDE, the awareness level of pre-service teachers regarding sustainable development had increased. It was observed that pre-service teachers gained awareness about the concept of sustainable development, and they provided positive feedback on the education they had received. Based on the findings it can be said that it is important for pre-service teachers in all disciplines to gain awareness of sustainable development before beginning their teaching careers.

This paper uses posthumanism as the theoretical framing to understand the curriculum transformations towards creating sustainable learning environments at some higher education institutions (HEIs) and the early childhood care and education (ECCE) centres in South Africa. The choice of these two bands in education is necessitated by the fact that curriculum singularities and/or insularities have become obsolete in the context of the COVID-19 pandemic and its aftermath, the calls for decolonization of the curriculum and the challenges of the Fourth Industrial Revolution (4IR). For example, COVID-19 has demonstrated that the curriculum is best delivered when various actors, different modes of interaction and distributed sites are used to ensure no learner is left behind, irrespective of their station in life. Emphasizing the same notions of multi-layered and multi-perspectival approaches, the calls for decolonization affirm the importance of all canons of knowledge, beyond just the euro-centric ones, as the basis for a transformed curriculum. Furthermore, the 4IR privileges the skills of collaboration and compassion for others as critical in this era. What the article brings forth as the central idea is the primacy of relationalities in the construction of curriculum, hence the identities of learners, students, academics, caregivers, institutions of higher learning and care centres. The above are beyond the deleterious influences of anthropocentrism, hence the Anthropocene, and the individuality of humanism and enlightenment. Creating sustainable learning environments is the primary goal of all curricula across the globe. The challenge thus far has been the curriculum approaches that isolate individuals and/or processes from the stakeholders and role players. Curricula emphasized the lone genius's power and prowess, relying almost solely on their innate abilities as advised by genetic epistemology; this was despite the incessant caution by socio-culturalism and eco-systemic couplings. The latter advocates for the focus on relationalities as a basis for curriculum quality assurance and its transformations. To evidence the above, this article traces how the scholars and practitioners of the curriculum at HEIs and ECCE in South Africa have shifted focus from an emphasis on isolationism to collaboration and the privileging of relationalities. The article highlights the nature and the specificity of those changes and how they relate to new curriculum experiences.

This study investigates the impact of the problem-based learning (PBL) model on middle school students' environmental literacy and problem-solving skills. A quantitative research study was conducted using a quasi-experimental design for this aim. The sample comprises 114 8th-grade students from a public middle school in Sanliurfa, Turkey. Four intact classes were randomly assigned to experimental and control groups and instructed in sustainable development using the PBL model and curriculum-based instruction, respectively. Data were collected through the Environmental Literacy Questionnaire and the Problem Solving Skill Test and analyzed using Mixed-Between-Within ANOVA (Mixed-ANOVA) to assess the effectiveness of the instructional methods. The results revealed that PBL was more effective in developing environmental attitudes than curriculum-based instruction. However, it did not produce the same effect on environmental behavior. Furthermore, it can be asserted that PBL significantly enhanced students' problem-solving skills in the experimental group, while the scores of students in the control group remained unchanged. The implications of these findings were discussed. Given its positive outcomes, PBL is recommended for cultivating students with the requisite skills to become responsible citizens who can take action on environmental issues.

The study was conducted to create awareness about environmental literacy as part of the 17 sustainable development goals and mitigate environmental challenges at the primary school level. To achieve this, the study examined primary school teachers' perceptions of picture books and animated cartoons as learning resources to create awareness; investigated the learning resources available and employed in primary schools for teaching/learning environmental-related topics; and highlighted the inhibitors of learning resources of picture books and animation cartoons. The study adopted a descriptive research of the survey type using quantitative method. A total of 60 primary school teachers in Ekiti State, Nigeria participated in the study. A questionnaire and a checklist were used for data collection. The data were analyzed through descriptive statistics. Findings revealed that respondents have positive perceptions of picture books and animated cartoons. The findings showed learning resources that were available, unavailable, utilized, and unutilized in teaching and learning of environmental-related topics. The findings also revealed inhibitors to the use of picture books and animation cartoons. It was suggested that primary school teachers should employ picture books and animated cartoons as learner-friendly learning resources to broaden pupils' horizon about environmental sustainability in classrooms at the primary school level.

This paper argues that access to quality education and skills development programs for refugees, returnees and Internally Displaced Persons (IDPs) is not only one of the fundamental human rights that states and non-state actors have obligations to fulfill; it is also an integral part of sustainable development efforts which will have significant contributions to socio-economic transformation in host countries, countries of origin and countries of destinations in the event that refugees become migrant, which is sometimes the case. The Intergovernmental Authority on Development (IGAD) region, consisting of eight member states, namely, Djibouti, Eritrea, Ethiopia, Kenya, Somalia, South Sudan, Sudan and Uganda, host more than 13 million forcibly displaced people. This results from protracted and devastating conflicts; drought and famine and other natural or man-made calamities. Within the IGAD region, Somalia, South Sudan and Sudan produce 80 to 90% of displacement due to protracted civil wars. However, almost all the member states have refugees, IDPs or migrants sheltered in their territories. Access to higher education among refugees, returnees and IDPs is very low at only 3% compared to 36% globally. The figure for Africa is still dismal, at less than 1%; and the same holds true for the IGAD region. In an effort to address this major challenge facing these population categories, the Intergovernmental Authority on Development (IGAD) convened a high level regional (Ministerial Conference) on refugee education held in Djibouti, 12-14 December 2017. That Conference adopted what is now called the Djibouti declaration and Plan of Action for refugee education in the IGAD region. The major purpose of this paper was is to outline the refugee situations in general and the state of higher education in the region in particular.

Background: Through the human-centered design process (HCD), students, referred to as learners, can use a personal lens to contextualize engineering concepts and solve real-world problems (Goldman and Kabayadondo 2016). The Ignite program, created by the Center for Global Women's Health Technologies (GWHT) at Duke University, integrates the HCD process into science, technology, engineering, and math (STEM) education to advance social justice through an iterative research-topractice methodology. Ignite fosters secondary school students' ability to engineer viable solutions to pressing global issues outlined by the United Nations as Sustainable Development Goals (SDGs). Purpose: This work evaluates the efficacy of the Ignite Water curriculum as a scalable and sustainable intervention for STEM opportunity gaps, SDG #4, and clean water, SDG #6. Ultimately, this work investigates the ability of a community-centered design thinking initiative to transform learners' behavioral indicators, including their knowledge, attitude, and awareness. Methods: Knowledge, Attitudes and Practices (K.A.P.) methodology was used to capture changes in three indicators of behavior change: (1) learners' relevant content knowledge, (2) their attitudes towards STEM and (3) awareness of healthy water management practices. The mixed methods research tabulated survey data and interviews to determine best practices for STEM intervention programs. Of the 697 participants, 523 learners across 6 schools served as a sample population for this study. Results: The innovative Ignite program engaged a diverse population in engineering solutions for water pollution in Lake Atitlán, Guatemala. The intervention increased students' knowledge and awareness related to the local water contamination; especially, the causes of contamination and the treatment options. Female learners demonstrated an increase in self-efficacy in engineering careers, while male learners' self-efficacy for math and community problem-solving increased. Overall, learners' knowledge and awareness of water pollution and their attitudes towards STEM improved. Trainers echoed key findings in semi-structured interviews. Conclusions: Ignite, the sustainable and scalable intervention for social impact, integrated the HCD process with the SDGs to promote local problem solving, improve self-efficacy and broaden participation in engineering.

The purpose of this convergent parallel mixed-methods instrumental case study was to examine the feasibility of Solar Photovoltaics (PV) as an economic and environmental sustainability tool for higher education while, at the same time, gauging essential university stakeholder knowledge, opinions and beliefs regarding sustainable development, sustainable universities, and support for sustainable initiatives on campus. The findings from this study at a Midwestern university indicated that the solar power system generated electricity at a lower cost than the local electric utility was charging and a varied understanding of sustainable development by participants. Implications for provide insight into establishing stakeholder support and a cost/benefit model for sustainable development for institutions of higher learning.

This study aims to assist preschools in achieving sustainable development by providing system thinking training for teachers and administrators. By promoting system thinking and PDCA, training helps preschool staff and teachers construct their knowledge and culture for organizational growth and effective operation. The research procedure encompasses stages of preparation, knowledge diffusion, knowledge adaptation, and establishing support networks. A total of 744 training participants engage in case studies, discussions, and self-evaluation activities to enhance their understanding and application of the PDCA framework. Quantitative and qualitative methods are used to collect the research participants' perceptions and intentions on this training. Research data is collected using 5-point Likert questionnaires, supplemented with open-ended questions to gather participants' perceptions and suggestions. In addition, qualitative data is obtained through onsite observation, focus groups, and individual interviews. The research results indicate that participants in the training program positively perceive the training activities. Also, those with administrative roles and from non-profit preschools exhibit higher interest and motivation for training, reflecting the need for sustainability knowledge in changing environments.

Extended reality (XR), which encompasses virtual reality (VR), augmented reality (AR), and mixed reality (MR), offers powerful affordances for improving teaching and learning experiences in a post-pandemic world. Increasingly, many governments and institutions around the world are making major investments in XR technologies to prepare education systems for the future. However, many of these investments remain isolated pilot projects which, while they attest to the potential of XR in education, are unlikely to be scaled up due to lack of sustainability and collaboration. Based on literature and empirical evidence, I have identified major barriers to the wider adoption of XR in education, including the lack of (a) open content, tools, and skills; (b) sound pedagogy and instructional design; and (c) scalability and sustainability. As a potential solution, I introduce the Open XR for Education Framework (OXREF), an empirical framework that proposes a holistic solution to XR object creation, implementation, and deployment, while covering pedagogical, technological, and policy perspectives. The contribution of the OXREF is its ability to build fit-for-purpose XR experiences in a scalable, sustainable, and collaborative manner while promoting openness, accessibility, equity, and reuse. The novelty of the proposed framework is its use of open educational resources (OER), open educational practices (OEP), as well as free and open-source software (FOSS) tools and platforms. Its cloud-based infrastructure and open licenses support viable operationalization strategies that can be implemented by educational institutions and governments.

The COVID-19 pandemic challenged the practice of traditional higher education providers (HEPs) and highlighted the need for innovative approaches to education for sustainable development. This research note focuses on online short courses (OSCs)--micro-credentials geared at upskilling or reskilling learners with a competitive application process and cost. It conducts (a) a rapid bibliometric analysis of literature on the nexus between OSCs and sustainable development and (b) an environmental scan of OSCs offered in Australia with a lens of sustainable development. An exploratory approach was adopted to analyze publicly available secondary data on scholarly literature and the courses offered. Findings reveal two key trends: (i) the nascent nature of literature on OSCs and sustainable development globally and (ii) the limited availability of sustainable development related OSCs in Australia. This research note makes broad analytical contributions to posit OSCs as an e-learning innovation to advance business education for sustainable development.

Almost all open educational resources (OER) definitions encompass key concepts such as the 5R activities and open licenses. However, little attention is given to the technical aspects and tools that allow the user to interact with these resources. This study aims to answer five research questions regarding (a) 5R activities, (b) open licenses and intellectual property, (c) technical aspects, (d) tools for developing OER, and (e) the topic of sustainability. To answer these questions, a systematic review of systematic reviews on OER was conducted following the reporting checklist of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). Sixteen studies were eligible and included in this review. The main findings suggest that although most studies did not mention the term 5R exactly, they mentioned related terms, such as "share" and "adaptation." There was also a tendency toward focusing on more legal issues than technical aspects. Besides, most of the studies that mentioned tools discussed them as platforms to access OER, not exactly tools that encourage users to develop or adapt resources in an easy way. In relation to sustainability, several studies highlighted the relevance of developing sustainable OER models, but only a few suggested approaches to sustain an OER project. Therefore, with this article, we hope to raise awareness of the importance of the technical openness and tools that might contribute to fostering users' engagement with the OER, helping them to act as producers and contributors rather than mere passive receivers.

Currently, in the education of adults, including through the studies at the university programs of professional master's degrees, there is an emphasis on initiation into quality management. Quality management, in turn, contributes to the efficiency of the educational process as a whole. Our study also includes the variable education for sustainable development, which is improved by advancing quality standards, with specific indicators and descriptors. All managerial functions, from planning to improvement, must be related to the imperatives of sustainable education in local and global contexts. Thus, we aim to sensitize the investigated subjects and potential readers to the interconnection of education for quality and sustainable development as elements of new education. The latter can offer viable solutions to the problems of the contemporary world. We propose to carry out mixed (qualitative and quantitative) research based on a questionnaire applied to a representative batch of master's students from the State University of Moldova, who study the discipline of Quality Management in Education. Representing different types of educational institutions and localities from the Republic of Moldova, the investigated subjects will evaluate the reflection of education for sustainable development in the quality management system of the institution and will analyze the school documentation from the given perspective. We are interested in ascertaining the level of awareness of the problem reported by us and identifying opportunities and solutions for improvement. The hypothesis of our study is: does the quality management in school influence the efficiency of education for sustainable development. The little representation of objectives for sustainable development in school and community policies and practices causes serious ecological problems and perpetuates local and global crises. Insignificant interventions by decision-makers, community, and educational actors perpetuate ecological catastrophes/bombs and enormously affect the well-being of the population.