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Recent studies claimed that the absence of a paradigm is a challenge to developing education for sustainable development and soft skills competencies. This integrative study examines stimulating these transferable and transversal competencies through constructivist approaches to teaching from the cognitive, social, radical, and critical perspectives. The study argues that the use of constructivist approaches to teaching can contribute to the achievement of education for sustainable development and soft skills competencies through the delegation of power from teachers/lecturers to students. This, in active and interactive classrooms, empowers students and builds their confidence to develop on the personal, academic, and professional levels. The use of the cognitive constructivist approach assists in developing competencies based on a clear understanding of the cognitive structures of students in a vibrant classroom environment. The use of the social constructivist approach assists in constructing individualized learning environment based on predetermined zones of proximal development in sociocultural contexts. The radical and critical constructivist approaches to teaching, through the rejection of conventional epistemologies, allow students the freedom to creatively address issues related to environmental, economic, and social sustainability. This becomes effective through the fostering of self and social awareness, challenging existing ideas, and provoking innovative thoughts that are necessary to shape a sustainable future.

The worsening global environmental crisis highlights the urgency of integrating Environmental Education (EE) throughout the curriculum including in English as a Foreign Language (EFL) curricula. However, challenges exist, such as the development of appropriate curriculum documents and educators' understanding of approaches to EE. This study looked at Indonesian EFL textbooks for elementary schools, focusing mainly on the images and how they can portray environmental themes. These images and some brief texts that accompany the images were examined using tools from ecolinguistics literature, including Stibbe's (2021) nine stories and the United Nations' EE objectives (UNESCO-UNEP, 1975). This study intends to fill a gap in the EE literature by analyzing images in elementary school textbooks in the specific context of Indonesia, generalizing the idea of EE to other contexts. Findings revealed that while some EE efforts were evident, the majority of the material leaned towards an anthropocentric (human centered) perspective, indicating a need for greater incorporation of insights from ecolinguistics to enhance the content. Moreover, in terms of EE objectives, the textbooks provided ecological knowledge but lacked emphasis on developing skills and encouraging student participation in solving environmental problems. Examples demonstrating the ability to evaluate and address environmental issues were also absent. Suggestions are made for future EE content in EFL materials.

The Biltmore Forest School, despite its unusual existence within the affluent Biltmore Estate, played a crucial role in the early 20th-century American forestry movement. Founded by Carl A. Schenck and supported by George Vanderbilt II, the school aimed to educate foresters and promote sustainable forest management. However, many aspects of the Biltmore experiment failed due to the new and untested nature of forestry science in America. This experiment exposed a fundamental divide in forestry education, with Gifford Pinchot advocating for conservation-centered teaching while Schenck believed in the economic viability of lumber production. Ultimately, the Biltmore Forest School offered valuable vocational education for young men but could not address the broader goals of forestry education. The emergence of other forestry schools in the early 20th century led to the school's demise. The larger purpose of forestry education was rooted in scientific forestry, focusing on profitable production, renewable yield, and forest improvement, principles echoed in modern forest conservation efforts. The Biltmore Forest School closed in 1914 due to low enrollment. That same year, George Vanderbilt died. His widow Edith eventually sold the forest, which grew to 500,000 acres, to the United States Forest Service. Edith Vanderbilt's vision of private forest land as a public trust contributed to the establishment of Pisgah National Forest, preserving the pioneering work of Vanderbilt, Schenck, and Pinchot in forest conservation for the benefit of the American people.

With the growing importance of the United Nations' SDGs, many EFL textbooks addressing the goals have been developed. However, these textbooks generally discuss the applicability of the SDGs in Global South countries, and for university students in Japan, this has resulted in "SDG burnout," as they study the topic but often fail to find meaningful connections to the materials. This article builds on previous research into the efficacy of culturally familiar materials, and it takes SDG education in a new direction through the creation of materials in dialogue with social justice issues. Four lessons were created by the researchers, and as part of the post-reading assignment, learners had the autonomy to choose between culturally familiar or unfamiliar activities related to either the news or popular culture. A 6-point Likert scale was used to gauge student interest, which indicated that the inclusion of social justice issues may positively affect interest. A series of binomial tests revealed that learners preferred culturally familiar activities and activities related to the news. These findings provide important implications for teaching the SDGs as they suggest learners might be most receptive to culturally familiar materials that are based on the news and connected to issues of social justice.

While the past two decades have witnessed a surge of studies on the researcher identity of English as a Foreign Language (EFL) academics, research on how the intertwined connections between EFL academics and the larger ecological system within an institution affect their researcher identity construction remains relatively scarce. Utilizing a three-tier system framework, this study seeks to address this gap by exploring how EFL academics (micro level) in China navigate the complexities of aligning their researcher identity (re)construction with institutional practices (meso level) of a national policy (macro level). Adopting a case study design, this study collected and triangulated data from three sources: semi-structured interviews, narrative frames, and document analysis. Data analysis revealed that there were (mis)alignments between EFL academics' research expectations of national research policy and interpretations of research policy at the institutional level, and participants adopted different responses in re-adjusting their research practices to align with research policy. The study implies the need for university administrators to take into account academics' disciplinary features, research values, and needs when implementing institutional research policies. Such an orientation provides more opportunities and resources to shape, rather than break, the researcher identities of EFL academics and ultimately facilitate the sustainable development of higher education.

Artificial intelligence (AI) has recently been gaining ground, particularly since November 2022, with the introduction of generative tools based on natural language processing and neural network algorithms. These kinds of tools have great potential for creators and users of Open Educational Resources (OER) and the Open Movement itself but they also represent risks. The International Council for Open and Distance Education OER Advocacy Committee (OERAC) developed two workshops to present the role of AI in OER at two international conferences in the fall of 2023. The workshops presented the features, benefits, key challenges, and practical issues related to using AI technologies from professional, ethical, sustainable, and equitable perspectives, while also focusing on the five areas of the UNESCO OER Recommendation. Participants were dynamically engaged in discussions, and documented their ideas in formats that could be used as OER in themselves. The OERAC noted and categorized the results, and developed short summaries and drafts for further work. Finally, drawing on the findings from the workshops, we asked ChatPDF for a second opinion on further suggestions for AI in connection with OER, which in turn related to the five areas of the recommendation. We conclude that, while there is great potential for the use of AI in the context of the Open Movement, there is also a need for professional ethics, equity, and sustainable capacity building, access, inclusion, policy, models, and international collaboration.

Understanding the variables that promote pro-environmental behaviors (PEBs) can be useful for sustainable development. Research has shown that several factors, including emotions, can influence PEBs. Eco-empathy and helplessness beliefs toward the environment (HBTE) can facilitate or discourage PEBs. To understand the role of these factors, it may be interesting to study their connection with different emotion regulation strategies suggested by Self-Determination Theory. The current study sought to test a model that could explain the associations of dysregulation, suppressive regulation, and integrative regulation with eco-empathy, HBTE, and PEBs. In a sample of 305 emerging adults, we found an association between integrative regulation and eco-empathy, dysregulation, and HBTE. The analyses revealed an indirect pathway from integrative regulation to PEBs through eco-empathy, suggesting the need to implement educational and informational programmes that consider the impact of emotional constraints on PEB implementation in the younger generation.

This research investigates the integration of Urban Environmental Quality, Materials and Resource Management, and Green and Sustainable Environment within the international maritime education framework at Sekolah Tinggi Ilmu Pelayaran (STIP Jakarta/ Maritime Institute of Jakarta). The study explores cadet experiences in Nautical, Technical, and Port and Shipping Management Majors, analysing theoretical foundations, curriculum satisfaction, practical training, and the incorporation of Environmental Science elements. Utilizing a qualitative descriptive approach, data is gathered through document analysis and self-reported reflections from 100 randomly selected cadets. The findings reveal distinct dynamics across majors, indicating a strong alignment between theoretical foundations and curriculum satisfaction. However, variations exist in the emphasis on practical training and the integration of Environmental Science elements. Port and Shipping Management Majors stand out with a notable commitment to sustainability principles, while Nautical and Technical Majors show potential areas for enhancement. The implications for future research underscore the need for ongoing refinements in curricula to address the evolving demands of the maritime industry. The study contributes to the scholarly discourse on international maritime education, providing insights for academic institutions to foster environmentally conscious and globally competent maritime professionals.

Higher education institutions play a crucial role in advancing sustainable development goals. They bear the responsibility of informing and encouraging all stakeholders, including faculty members, students, and industry partners, to collaborate towards achieving these goals. While many universities are integrating Sustainable Development Goals into their operations and educational programs, there is an increasing need to establish collaborative platforms with private sectors and non-governmental organizations to further champion this agenda. Educating the future workforce is a key responsibility of these institutions, and they should actively raise students' awareness of these goals, enabling them to develop competencies related to sustainability. This study aims to explore how higher education institutions can effectively raise awareness of sustainable development goals. In addition, the research contributes to the literature by presenting a curriculum designed in a Turkish higher education institution to foster awareness of sustainable development goals. The findings hold the potential to significantly enrich existing literature on awareness-raising practices and the promotion of sustainability strategies, extending beyond higher education institutions to organizations at large.

The purpose of this paper is to explore ways to cultivate learners who can take part in inquiry, discussion, and action toward realizing an equitable society from the perspective of the SDGs and ESD. After confirming the importance of dealing with the concept of and the issues around equity with consideration of the mutual interdependence among all 17 SDGs, the paper notes that the "inclusive and equitable quality education" mentioned in SDG 4 is assumed to be achieved by the integrated improvement and organization of a variety of aspects, such as educational environment, policy, systems, budget, teachers, and competency development. Next, based on the importance of competency development of all learners through ESD, the paper demonstrates the potentials of objective-referenced assessment for ESD. Finally, the paper proposes a tentative idea on a set of objectives for lessons on equity from the perspective of ESD, as a useful way to develop school-based curricula of quality ESD at each school and to promote effective lessons on equity to prepare learners who can attain the necessary competencies and take part in inquiry, discussion, and action toward realizing an equitable society

Green engineering is an important direction for engineering education, especially in the field of chemical engineering, where green chemical is a necessary guarantee for achieving sustainable development in the industry. How to practice the principles of green engineering in curriculum education is a problem that needs to be faced in engineering education, due to the currently educated persons are the future practitioners. The aim of this study is to integrate green techniques into an undergraduate-level chemical design course, demonstrating how green engineering principles can be embedded in the curriculum to practice green engineering education, and thus disseminate the sustainability concept, resulting in a framework for achieving sustainable development. According to the training programme and design procedure, each student receives a product process design project and is guided by a teacher through the data review and discussion and then integrates green technologies in all aspects of the design, and the design result is evaluated. The good results of the students' design show that the undergraduate-level chemical design course can well integrate green engineering principles and green technologies in the design, enhance the green standard of process design, broaden the students' design vision and mobilize their engineering creativity. It is a good form of green engineering education that the integration of engineering green technologies into an undergraduate-level chemical design course, as demonstrated by the design results, which achieve effective practice of the sustainability concept and develop green education.

The significance of social justice in education has become increasingly important, as education plays a crucial role in empowering individuals and fostering a dynamic environment that promotes awareness of social justice issues. This study focuses on exploring social justice education (SJE) within the context of Türkiye, where research in this area is relatively limited, particularly in terms of classroom-based investigations. This qualitative study adopted the case study design and facilitates as an extracurricular activity focusing on sustainable development goals, given the absence of a predefined curriculum or specific lesson plans for SJE. The study involved 15 students from a state university preparatory English class and utilized diverse online resources. The study's results indicated a significant transformative influence, specifically in enhancing the comprehension of the scope of social justice and fostering critical thinking abilities. The implications of the study are discussed in detail.

Education for Sustainable Development focuses on improving environmental knowledge to combat misinformation and promote sustainable behaviours. In two experiments, we investigated whether retrieval practice, known to foster lasting knowledge acquisition, is a useful tool for (1) increasing environmental knowledge and (2) for improving environmental attitudes and behaviour (i.e., spillover effect). Participants studied a text on the effects of online streaming behaviour by means of retrieval practice or by copying the text. Knowledge gain was assessed after one (Experiment 1) and two weeks (Experiment 2). Attitudes and behaviour were assessed pre- and post-intervention. In both experiments, participants recalled more environmental knowledge after retrieval practice compared to copying. Attitudes and behaviour did not differ between both groups, but attitudes increased after the intervention in both groups. Only Experiment 1 showed declining streaming times. Our findings suggest that retrieval practice enhances lasting knowledge acquisition but barely affects environmental attitudes and behaviour.

National governments are concerned about the disconnection of young people from science, which hampers the development of a scientifically literate society promoting sustainable development, wellbeing, equity, and a green economy. Introduced in 2015 alongside Agenda 2030, the "open schooling" approach aims at enhancing students' science connections through real-life problem solving with families and scientists, necessitating solid evidence for scalability and sustainability. This study conceptualizes "science connection," a term yet underexplored, as the integration of science's meaning and purpose into personal, social, and global actions informed by socioscientific thinking. It details a novel 32-item self-report questionnaire developed and validated from insights of 85 teachers into "science connection"-enhanced learning. A new consensual qualitative analysis method with visual and textual snapshots enabled developing quantitative measures from the qualitative findings with rigor. The multilanguage instrument provided just-in-time actionable data, enhancing the immediacy and applicability of the feedback to 2082 underserved students aged 11-18 across five countries participating in open schooling activities using the CARE-KNOW-DO model. This innovative feature supports open science and responsible open research, offering real-time insights and fostering immediate educational impact. Exploratory and confirmatory factor analyses revealed five components of science connection: Confidence and aspiration in science; Fun participatory science with teachers, family, and experts; Active learning approaches; Involvement in-and-outside school science activities; and Valuing science's role to life-and-society. Many students felt connected to science--Brazil: 80%, Spain: 79%, Romania: 73%, Greece: 70%, UK: 57%--with boys: 75%, girls: 73%, nonbinary students: 56%. These differences need in-depth research. Results suggest that science connections decline from the primary to secondary education, but the CARE-KNOW-DO model may reengage older students. A robust science connection enhances scientific literacy and builds science capital. This instrument aids policymakers, educators, and learners in identifying factors that facilitate or impede students' engagement with science for sustainable development efforts.

The study aims at professional development directed towards finding new pathways in education for and in sustainable development. In this study, we consider how primary teachers from two schools in Gothenburg, Sweden, experience the forest and the urban area as potential learning environments. This study focuses on teachers' perceptions (understanding) and experiences (emotional) of two places, the urban area, and the forest. To make visible teachers' relationships with the urban area and the forest, we use collage inquiry as a research method to stimulate teachers' reflection, conversation and writing about the forest and urban area. Primary teachers from three schools in Sweden participated in the study and made collages The collage inquiry brought out their emotions, perspectives, and curiosity about the forest and the urban area described in three themes; "temporarily situated," "place dependent" and "emotionally connected." Knowledge of teachers' perceptions and experiences ensures opportunities to deepen the ability to teach technology beyond the classroom. To bridge between biology and technology and compare ecological and technological systems constitutes a possible basis for continued work and development of teaching for sustainable development.

Practicing environmental stewardship in basic education institutions is likely to model young people to adopt sustainability knowledge, skills and attitudes. To ensure a well-coordinated approach towards stewardship in public institutions of learning, laws and/or policies are expected to play a crucial role. This study thus sought to interrogate Kenya's policy framework in enhancing environmental stewardship in public secondary schools. The study was conducted using mixed method approach in sampled schools within Githunguri Sub-county in Kiambu County, Kenya. Data was collected from sampled teachers and school principals to ascertain their knowledge of environmental stewardship laws and/or policies as well as their views on whether educational laws and policies enhanced environmental stewardship in public schools in Kenya. The study also reviewed different laws and policies to ascertain their position on stewardship of public schools' environment. Findings from the study revealed that while Kenya has an elaborate environmental law and that the constitution is very particular on environmental stewardship, the same is not reflected in educational laws and policies. As such, majority of the teachers (67.3%, n=206) exhibited poor understanding of environmental stewardship laws and/or policies. Educational laws and/or policies were also found to do little to enhance leadership roles for environmental stewardship. This study thus proposes that educational laws should be streamlined with environmental laws and the Constitution of Kenya if environmental stewardship in schools is to be successful. The study is likely to influence policy in environmental stewardship for public institutions of basic education. [Note: The page range (88-103) shown on the PDF is incorrect. The correct page range is 87-103.]

Understanding ecological concepts is crucial in tackling environmental issues like climate change, pollution, and habitat destruction. These concepts also serve as a teaching framework, encouraging learners to effect positive change. This research was conducted with grade 9 learners from three schools in Bloemfontein, South Africa, randomly assigned to experimental and control groups. It used a positivist paradigm and Ajzen's theory of planned behaviour as a theoretical framework, incorporating a quantitative experimental research design. The Colorado Learning Attitudes about Science Survey (CLASS), a standardised attitude survey, was administered to experimental and control groups as a pre-and post-test. Data analysis involved descriptive and analytical statistics. Results show a positive influence on learners' applied conceptual understanding of ecological concepts, favouring the experimental group postintervention [F(1,350) = 36.45, p <0.0001] at a 5% significance level. Puppetry, therefore, can create dynamic, interactive learning environments as a teaching tool, enhancing learner engagement, understanding, and appreciation of ecological concepts. It aids in information retention by associating them with unique experiences. This teaching tool can boost learners' positive perspectives on ecology, enabling learners to make informed decisions and contribute to a sustainable environment. This paper aims to contribute to the scholarship of innovative teaching methods and an interdisciplinary approach to science teaching and learning.

In this study, we provide insights about secondary school students' conversation about products' life cycles in relation to three dimensions of sustainable development: economic, social, and ecological sustainable development but also what traces of view that appear in these conversations. Production and consumption are part of complex technological systems that affect nature and life on earth, and knowledge about these systems are required to achieve sustainable development. In technology education, students can have the opportunity to talk about products and their life cycles. Hence, this study aims to explore what emerges in students' conversations about products' life cycles in relation to sustainable development. Data collection was conducted in Sweden through seven semi-structured interviews, with in total 21 students participating in groups. All student responses have been analysed using thematic analysis to explore dimensions and views of sustainability. Results show that the students discuss with regard to all three dimensions of sustainable development. However, the phases of a product's life cycle occur to varying extent within the different sustainability dimensions. Additionally, the students also connect dimensions with both harmonious and contrasting perspectives but also talk about the dimensions isolated. When participating students discuss, traces of mainly anthropocentric and technocentric view emerge. This has implications for technology education, where for example deliberative conversations can be used for engaging students in sustainable development.

Technology education in primary schools must integrate sustainable development to provide young learners with the basic knowledge, skills, and values to understand, appreciate and contribute to a sustainable future. This integration prepares them for the challenges of a rapidly changing world, promotes responsible use of technology and fosters a sense of environmental responsibility from an early age. However, for this to happen, teacher education needs to adopt strategies that empower student teachers to seamlessly integrate sustainable development into technology education and equip them with environmentally and socially responsible attitudes. The aim of this study is to explore what needs to be addressed in teacher education to prepare student teachers to teach technology integrated with sustainability. The study is part of a project where to develop a teaching module that will prepare student teachers to teach technology in primary schools, with special attention to how student teachers develop relationships between technology education and sustainable development. The study includes 12 student teachers enrolled in a science and technology course. Data were collected in several steps, including focus group interviews, and written individual reflections by student teachers. Based on thematic analysis, we identified what student teachers experience as crucial to being able to teach technology with a sustainability edge. The results show that preparing student teachers to teach technology with a sustainability edge requires a multifaceted approach that integrates knowledge of technology and sustainable development with personal values, pedagogical competence, critical thinking competency, and the adoption of transformative teaching practices.

Purpose: This study aims to provide an analysis of students' perceptions of the role of generative artificial intelligence (GenAI) tools in education, through five axes: (1) level of knowledge and awareness, (2) level of acceptance and readiness, (3) the role of GenAI in education, (4) level of awareness of potential concerns and challenges, and (5) The impact of GenAI tools on achieving the sustainable development goals in education. Materials and methods: The study followed a descriptive quantitative methodology based on surveying through a questionnaire. The sample consisted of 1390 students from 15 Saudi universities. Results: The students have positive perceptions towards the role of GenAI tools in education, as students have a high level of awareness and acceptance of adopting these tools. In addition, students are highly aware of the role of GenAI tools in improving their understanding of complex concepts, developing skills, improving their self-efficacy, learning outcomes, providing feedback, and making learning meaningful. The results also confirm their general awareness of the concerns and challenges. A relationship exists between students' perceptions of GenAI and their scientific specializations, as students in computer sciences showed greater awareness regarding concerns and challenges, whereas students in agricultural sciences showed greater awareness of the impact of GenAI tools on achieving sustainable development goals. Conclusions: The study offers valuable insights on GenAI adoption in higher education, also there is an urgent need to consider developing appropriate use policies, spreading awareness, and creating systems capable of detecting unethical cases.

The global climate crisis is present in national and international discourse, along with other challenges the world is going through, such as the current wars in Ukraine and Gaza or the recovery from the COVID-19 pandemic, with the negative effects highlighted in the United Nations' sustainable development report. This paper aims to analyse and discuss how higher education institutions (HEIs) in Portugal cope with these challenges and contribute to a more sustainable world. The Portuguese case is interesting because, in recent years, they have been pressed to demonstrate their commitment towards sustainability publicly. We will proceed with framing the current role of Portuguese HEIs and their commitment to a sustainable world. This implies taking stock of their engagement with university social responsibility (USR), a concern of HEIs that is transversal to their roles -- research, teaching, and service to society -- but emphasises developing environmental sustainability and engaging students in active citizenship. Our argument is based on the importance that HEIs play in the sustainable development of societies, particularly in terms of environmental sustainability. Through documentary analysis of the strategic plans of HEIs, we explore if sustainability emerges and how it is framed in terms of policies and practices, contributing to a reflective debate on HEIs' potential role in addressing current challenges and committing to a more sustainable world. Therefore, the findings suggest that institutional diversity and territorial inequalities are important elements for understanding how different public HEIs in Portugal conceive and practice sustainability.

In 2015, Pakistan committed to United Nations Sustainable Development Goal 4's provision of quality education for all. Target 4.7 of this Goal acknowledges that delivering quality education means ensuring that students develop a set of attributes characterised by the United Nations Educational, Scientific and Cultural Organization in terms of global citizenship, and by the Organisation for Economic Co-operation and Development using the nomenclature of global competence. There is ongoing debate regarding the agendas of the United Nations and the Organisation for Economic Co-operation and Development; however, from a pragmatic perspective, both are already influencing domestic education policies. This article explores the extent to which this is the case in Punjab, Pakistan. A deductive thematic analysis of relevant education policies was undertaken to identify language reflective of the Sustainable Development Goals and the Programme of International Student Assessment Global Competence Framework. The analysis, based on meta themes identified by Vaccari and Gardinier, revealed the inclusion of language from these international agendas, as well as the reflections of local culture. Although this research was specific to Punjab, the findings may provide insights into how countries are adopting and/or contextualising these international agendas.

Underrepresentation of females in the field of engineering is overwhelming and posing a serious concern to the human race, especially in the developing countries. This has grievous impacts on the socio-economic and environmental growth and development of the nation. The paper seeks to investigate: (i) female students' knowledge of the fields of engineering; (ii) female students' perceptions of what the gender of engineers ought to be; and (iii) the various factors that influence students' career choice in engineering. The study was a descriptive study of the survey type. Data were collected using a self-constructed questionnaire. The sample of the study was 366 public female senior secondary II students who were in science class in Ikere-Ekiti, Nigeria. The findings revealed that majority of the respondents were familiar with the traditional disciplines in the field of engineering. The respondents perceived engineering as a male-dominating profession. Personal, family, school, and social indices were adduced as factors responsible for female students' choice of career. It was concluded that there exists gender discrimination in the choice of female students' career. It was recommended that female students have the ability, rights, knowledge, and duties in the society, and they can be professionals in engineering.

The article describes a participatory segmentation strategy, called the Actor Diagramming and Tracing Method, that enables Extension agents to tailor education initiatives. Using a case study, the authors demonstrate the method by segmenting North Carolina family forest landowners based on resources needed for sustainable forestry management. Instead of surveying select participants, as previous researchers have, the authors engage a diverse set of stakeholders through interviews, in-situ observations, and diagramming. Three segments emerged with explicit steps to engaging forest owners' barriers and motivations, as well as a key factor to adoption of sustainable forestry practices: owners' relationships/social networks.

The formation of environmental literacy in the education system through education for sustainable development (EfSD) experiences many obstacles. The aim of the research is to analyze the impact of interdisciplinary science learning for interdisciplinary oriented education for sustainable development to improve interdisciplinary thinking and environmental literacy of prospective teachers. The experimental method with a quasi-experimental pretest posttest group design was used in this study. The data collection technique used is an environmental literacy questionnaire and an interdisciplinary thinking test. Data analysis technique used independent t test. The results obtained were that the science interdisciplinary learning effective in improving interdisciplinary thinking performance and environmental literacy. The performance of students' interdisciplinary thinking affects environmental literacy of students. The university forms student teacher candidates who have the ability to think interdisciplinary so that they can manage science learning in an interdisciplinary and environmentally literate manner. The implication of this research is the importance of fostering interdisciplinary thinking and environmental literacy at all levels of education.

This study aims to analyze the responses of Indonesian researchers to the integration of Sustainable Developments Goals (SDGs) into language teaching. The data for the articles were collected using the SPAR-SLR technique and thematic analysis. A total of 1701 articles were analyzed, sourced from 42 language teaching journals classified under SINTA levels 1 to 6. The articles collected were from journals with two issues per year. The findings of this research indicate that Indonesian researchers have not given optimal attention to the integration of SDGs into language teaching. This limitation is primarily due to the lack of awareness and capacity among educators to integrate SDGs into language teaching. The limited integration of SDGs in language teaching corresponds with the scarcity of studies on this topic. There is a need to enhance the awareness and capabilities of educators in integrating SDGs into language teaching. Simultaneously, researchers must adopt a scientific inclination in their studies and publications related to the integration of SDGs into language teaching. Collaboration between educators and researchers to improve awareness and capacity is recommended as part of the effort to achieve educational quality, in line with the goals of the SDGs, through language teaching.

Rwanda started teaching English to support sustainable development and deliver the five key pillars that would help Rwandans transition from their existing way of life to the society they all desire and are happy to be a part of. As a follow-up to the Sustainable Development Goals and the Berlin Declaration on Education for Sustainable Development, the government ensured the standardisation and teaching of English. In order to assist the implementation of English teaching nationally, the theoretical paper explains how the 4Rs Framework--relationship-building, recognition, responsibilities, and reciprocity--combine to generate synergy among many stakeholders and cross-sectoral collaboration. The study presents literature on Rwanda's Vision 2050, education for sustainable development, and teaching using English as a medium of communication. It is founded on a critical literature review. The article discusses options for national transformation while emphasising the importance of locally rooted collaboration. The 4Rs technique is intended to foster discussion among important players about the issues and problems facing the area of education in emergencies rather than serving as a rigid theoretical framework. The study shows the connections between and tensions among the various "Rs," as well as the efficiency of the 4R dimensions in encouraging the teaching of English. The study considered ways to get beyond the approach's drawbacks and difficulties to support sustainable schooling in Rwanda. This framework encourages the creation of a synergistic educational ecosystem that equips students with the information, skills, and attitudes required to actively participate in Rwanda's path to sustainable development.

One of the points of science learning is to extend students' competence, counting problem-solving and analytical thinking. Conditions within the field appear that most students encounter trouble in fathoming relevant issues including the application of science concepts in real-world circumstances. This condition appears the require for compelling learning models and approaches to overcome the holes. This condition is additionally the premise for creating a problem-based learning (PBL) show based on Science Education for Sustainable Development (SESD). Research questions were investigated using a quasi-experimental pre-test/post-test design. This design is used to compare the learning outcomes achieved in the treatment class with those of the control class. The subjects of this study consisted of the students of class VIII of SMP Negeri X Ponorogo. Meanwhile, students of VIII class F, which is the experimental class, and students of class VIII D, which is the control class, were used as the research sample. From the t-test using independent sample test it is known that he use of PBL model and SESD approach has no significant impact on students' problem-solving skills but there is a significant impact on students' analytical thinking skills. From the MANOVA test we know that the overall significance values of Pillai's Trasce, Wilks' Lambda, Hotelling's Trace and Roy's Maximum Root are 0,000 < 0,05, so the use of PBL model and SESD approach has a significant impact on the 8th grade student's ability both to solve contextual problems and analytical thinking on the subject of food and digestive system.

The purpose of this study is to investigate the effects of a Universal Design for Learning (UDL)-based gender roles program on university students. The research was carried out utilizing an embedded mixed research design. The participants in the research took part in a UDL-Based Gender Roles Program that focused on sustainable development goals and gender equality. The study group included 15 female (83.3%) and three male (16.7%) university students enrolled in undergraduate programs at a foundation university during the 2021-2022 academic year. The Gender Roles Attitude Scale, reflection papers, learning diaries, and focus group interviews were used to collect data. SPSS was used to conduct quantitative data analysis using the Wilcoxon Signed-Rank Test. The content analysis technique was used to analyze the qualitative data. The quantitative results of the study found no statistically significant difference between participants' pre-test and post-test scores in terms of egalitarian gender roles, female gender roles, and total scores for sub-dimension of gender roles in marriage. However, the post-test showed a statistically significant difference in overall scores for traditional gender roles and male gender roles sub-dimensions. The qualitative outcomes of the study revealed that studies on gender roles have a positive impact on participants' perceptions and awareness. [This article includes an extended summary in Turkish.]

This research is part of the "Ancient Xuzhou Houses in China: Cultural Memory, Symbol and Process Reconstruction in the Context of Rural Revitalization" project. Traditional houses contain a large amount of cultural value, literacy role, and historical memory. In order to sort out the transfer process more clearly between memory and people, this study set three research objectives. First, spatial memory transmission and literacy role needs to be studied and analyzed. Then, on this basis, we will further study the method of spatial memory transmission and literacy role. Finally, the appropriate medium for spatial memory transmission is analyzed. This study used descriptive analysis to summarize and discuss the results. The results show that spatial memory transmission and literacy is a process of maintaining and transmitting social and cultural values through the use and evolution of architecture and spatial design over time. Symbols in the memory space of residential buildings are containers for storing memories, just like a mobile hard drive that records relevant memory information. Residential buildings and people are like two devices that convey information and communicate through symbols. After comparison, in the dimension of cultural memory, symbols are more social and cultural and are more suitable as a medium for transmitting spatial memory and literacy role under cultural identity. This article explains the relationship between symbols and spatial memory, through spatial memory transmission to describe how common memories are shared and reproduced among collective members through cultural memory, literacy role and symbolic translation. It can transmit cultural and historical memories between different generations and acquires the importance of spatial positioning and environmental interaction in transmitting cultural memory.

This paper analyses the role of libraries in the development of Open Educational Resources (OER) and, more specifically, the impact and level of implementation of UNESCO's (2019) OER Recommendation in Higher Education libraries. This study, the result of a joint undertaking between a national R&D project and SPARC Europe, is based on an online survey, disseminated amongst the European Network of Open Education Librarians (ENOEL) and uses a descriptive research methodology. The results highlight the implementation actions being taken by university libraries (n = 136) in each of the five areas of action of UNESCO's Recommendation. We find that the main contributions are being made in the areas of capacity building and Open Education policies, but that considerable work has yet to be done in terms of promoting inclusiveness and the sustainability of OER. Thus, the full implementation of UNESCO's recommendation requires a greater commitment on the part of librarians to joint actions undertaken via international networks and projects, as well as greater institutional commitment and the building of interdepartmental alliances.

The United Nations Sustainable Development Goals (SDGs) are a worldwide commitment to a set of ambitious goals that advance sustainable social justice across the globe. Higher education (HE), while featuring in SDG 4: Quality Education, needs to occupy a bolder and more explicit position in the formulation of the SDGs and in their attainment, not only as an instrument toward the achievement of the SDGs but also in the sociocultural consciousness of countries towards a more sustainable and socially just world. Engaging with students in HE around these issues plays a vital role. Given Student Affairs and Services' (SAS) role and position in terms of support and development of students worldwide, it is a key player in supporting HE to become a more effective instrument in advancing the SDGs and in advancing students' attitudes and commitment to SDGs. To explore how SAS can play a more impactful role in advancing the SDGs and SAS' role in and contribution to SDGs around the world, we researched SAS practitioners' awareness of and engagement with SDGs. To collect data, we used a survey with open and closed questions via snowball sampling with self-selected participants from fifty-three countries (N=318). The results of our study suggest that SAS practitioners engage with and utilize the SDGs in a variety of ways across the globe, thus contributing to the role HE plays in advancing SDGs. In exploring the patterns, it emerges that SAS in the Global South (GS) and Global North (GN) engage differently with the SDGs. According to the results of our study, SAS in the GS appears to have more awareness of, engage more deliberately with, and use the SDGs more broadly in their work with students. While there are different trends on the role SDGs play across the global HE sector, the consensus seems to be around the need to discuss and engage with the SDGs more deeply, at curricular and co-curricular levels in higher education. Our research suggests that HE and SAS can do much more to generate awareness of SDGs, particularly in the GN.

Through a multistakeholder partnership, this research aims to catalyze the development of a blue economy corridor (BEC) through community-based asset mapping in the eastern portion of the Tar-Pamlico River Basin in North Carolina, a geographic area predominated by physically and culturally rural landscapes. Underpinned by appreciative inquiry, this project aims to counter a deficit model of community development in this portion of eastern North Carolina by increasing awareness of quality of life assets that communities currently possess and may leverage for sustainable economic, environmental, and social development through their inclusion in a digital interactive map freely available to the public.

In the study, repair activities were planned with prospective science teachers (f=24) using broken household appliances and it was aimed to establish a relationship between such practices and science teaching during the activities. The activities, which were carried out as a single group, were carried out in collaborative groups of four. Case study, one of the qualitative research models, was used as a method. The applications were planned within the scope of the 5E learning cycle, one of the inquiry-based learning approaches. After the activities, it was observed that the prospective teachers obtained important gains such as seeing the application areas of the science principles they learned in the lessons and transferring them to daily life, acquiring manual skills, and gaining experience. In addition, with such activities, sensitivity to issues such as recycling, sustainability, and recycling can be created instead of the disposable philosophy of our age.

Work-Integrated Learning (WIL) is a form of experiential learning that connects students with workplaces in their chosen field of study. WIL is a vital component of South Africa's teacher education, requiring pre-service teachers to complete a school practicum as part of their qualification. This research explores the question: What are effective WIL models for pre-service teachers in diverse South African contexts? The study reviews the practical and philosophical models of WIL and the concurrent model, examining their implementation in various universities as case studies. The study also identifies challenges, opportunities, and the need for support in South African WIL. The study adopts a social learning theory framework. The study informs how WIL effectively supports pre-service teachers and schools in diverse South African classroom. The study also discusses how WIL can promote education for sustainable development (ESD) and the achievement of the Sustainable Development Goals (SDGs).

This study aimed to construct a causal relationship model of factors influencing communication arts students' qualification for sustainability communication (SC), examine the goodness-of-fit model with empirical data, and analyze the effect size of the causal relationship model in terms of influencing factors. Data were collected from 400 communication arts students using a set of questionnaires rated on a five-point scale. The results were analyzed using IBM SPSS Statistics 23.0 and LISREL version 8.80 to determine the causal relationship model. The findings revealed that the construct of the causal relationship model of factors influencing SC of these students comprised four latent variables measured from 12 observed variables. Moreover, the influencing factors were consistent with the empirical data at a good level considering the accordance index, which consisted of x2 = 13.153, df = 25, p-Value = 0.974, RMSEA = 0.000, Standardized RMR = 0.006, GFI = 0.996, and AGFI = 0.979. The causal relationship model of the factors affecting SC revealed that education sustainable development could have direct, indirect, and total effects; the knowledge-based journalist concept could have direct, indirect, and total effects; and communication art principles could have direct and total effects, respectively.

The research is conceptual, introducing a synthetic picture of the teacher-student relationship with the environment in which they develop throughout their lives. Starting from the conception of cognitive and social constructivism (Piaget, 1952; Vîgotsky, 1978) and the alternative Reggio Emilia pedagogy (Hewitt, 2001; Moss, 2019), we use the TPACK model (Mishra & Koehler, 2006). On their foundation, we build a new integrative model in which the development of the professor, the student, and the environment support and influence each other. The model enables understanding of the role of the means and the prioritization of the unity of interests and ideals of the people who relate. The TPACK model serves as a relevant example to illustrate the benefits of technology and its relationship with pedagogy. The 3PT&Ii model situates technology as both a source of teaching tools and a mediator of relationships with other established discoveries in human and societal development. 3PT&Ii eliminates the error of an obsessive demand for schools to solely adapt to new technologies, arguing instead that humanity constantly refines and adapts means according to evolving needs and expectations. Technology and its tools have consistently played integral roles and meanings. The model emphasizes that humans produce everything, including innovative technologies, with decisions resting within individuals, communities, and society. The 3PT&Ii model is explanatory and illustrative, providing a framework for understanding individual, group, and societal development. Definitions of communication often oversimplify the relationship between Sender - Channel - Receiver and Feedback; digitization allows for dynamic imagery, and we aim to present the model accordingly. Explanations of the 3PT&Ii model are rooted in the T-time axis and directed towards the educational ideal represented by I.

This study delves into the intricate tapestry of Jiarong Tibetan embroidery, exploring its historical development, cultural significance, and educational implications in heritage preservation and sustainable practices. The primary objective of this study was to investigate the historical development and literacy of Jiarong Tibetan Embroidery in education. Conducted in Xiaojin County, known for its cultural significance in Tibetan embroidery, the research employed a multidimensional approach, including a literature review, interviews with key informants such as cultural experts and artisans, and thematic analysis of data collected through surveys, observations, and focus-group discussions. The research uncovered profound insights into the origins of Jiarong Tibetan embroidery, its cultural symbolism, educational pedagogy, market dynamics, and strategies for sustainable development. Based on these findings, the study suggests collaborative efforts among stakeholders to integrate heritage education, promote cultural literacy, and preserve traditional crafts like Jiarong Tibetan embroidery in the face of modern challenges.

Children are born into a world today with a drastically changing environmental climate. When young people develop an emotional attachment and sense of identity with nature, they may be more likely to behave in less destructive ways toward the planet and possibly live with a sense of responsibility and respect for nature. This mixed method study aimed to measure to what extent 3- to 6-year-olds demonstrated environmental sensitivity, awareness, and preferences at a nature-based Montessori school in the upper Midwest of the United States and asked if age was an influencing variable. Young children's connection to nature in these categories was determined using a modified age-appropriate psychological games testing tool, field observations of the types of nature features and activities the children experienced indoors and outdoors, and interviews with the two lead teachers. Results indicated that this cohort of children demonstrated a moderate to strong connection to nature in all three categories. Age was an influencing variable measuring environmental sensitivity and some aspects of environmental awareness, but not environmental preferences regarding where to play. This study adds to the body of work conducted in early childhood education, environmental education, early childhood environmental education for sustainability, and Montessori education.

There is no doubt that education for sustainable development (ESD) is important because it covers all areas: social, emotional, intellectual, physical, moral, etc. ESD helps people acquire the skills, knowledge, and values necessary for a successful life and a constructive contribution to society. If earlier early ESD was not at the centre of attention, recently it has become increasingly clear that early education has great potential for fostering values, behaviours, and skills that contribute to sustainable development. Despite this, ESD remains problematic due to the inadequate preparation of pre-service primary teachers in this area. It is obvious that ESD implementation in primary education is still poorly integrated. Empirical qualitative research aimed to reveal how pre-service primary school teachers understand ESD in primary school. Generally, 86 students from two Lithuanian universities, pre-service teachers of preschool and primary education, took part in the research. Verbal research data were analysed using the quantitative content analysis method. The results suggest that although ESD in early childhood is understood as significant and reasonable, however, the understanding of pre-service teachers is rather one-sided. ESD is understood as social welfare, while the natural and physical environment is the least expressed in their understanding structure. Meanwhile, the implementation of ESD is understood as a normal educational process, applying known techniques and methods. It is necessary to strive for the young generation to be characterised by responsibility, a sense of community, conservation, and citizenship, to understand the harmony of the surrounding world and their activities. For that purpose, changes in the education are needed to integrate the necessary ESD elements, including both managerial and educational processes.

Issues about climate change and its mitigation are crucial around the world. Universities play a vital role in addressing climate change by educating students on protecting and preserving the environment. Literary works and stories about the environment are texts to educate students in environmental care. This study explored students' attitudes toward caring for the environment through digital short stories. A mixed method with an explanatory sequential design was used in the study. Questionnaires were used as data collection instruments. The sample of this research is students at the Indonesian language and literature study program Universitas Negeri Makassar, Indonesia (N=60). The research results show that students acquire constructive mindsets toward environmental care from the digital short stories presented to them, particularly concerning the negative impacts of deforestation, as indicated by their support for tree planting and replanting. The findings of this study implied that using digital environmental short stories inspires the establishment of attitudes that aid in mitigating climate change.

E-worksheets are needed to support learning of SDG-13 material on climate change material, but analysis related to this has not attracted much attention from researchers. The purpose of this study was to determine the needs of students related to digital-based teaching materials that they want to apply in the classroom in biology learning, especially on climate change material to show the phenomenon of global warming with the application of the Merdeka Curriculum. The use of digital-based media is still very suboptimal in utilization, especially in the material of climate change in biology subjects. This quantitative research was conducted using questionnaire techniques, namely giving questionnaires to X-grade students in two schools, namely SMAN in Yogyakarta and SMAN in South Sulawesi Regency, and descriptive techniques were used for analysis tools. The results of student respondents show that 100% want to use electronic worksheets as a learning medium on climate change material. The implication of this research is expected to increase the potential use of digital-based teaching materials and realize the 21st-century era that relies on technology.