Discourse and Communication for Sustainable Education - the Journal of UNESCO Chair on the Interplay of Tradition and Innovation in Education for Sustainable Development (ESD) at Daugavpils University, Latvia - is an international, double blind peer-reviewed journal that provides a forum for the examination of policies, theories and practices related to discourse and communication for sustainable education.


The Globethics.net Library has vol. 1(2010) to current

Recent Submissions

  • Education for Sustainability in the Agriculture and Livestock Sector: Educational Experience in Gibraltar Area (Spain)

    Casanova-Correa Juan; Vargas-Vergara Montserrat; Aragón Lourdes; Gómez-Chacón Beatriz (Sciendo, 2022-06-01)
    If we are to attain a sustainable future, humanity will need to make drastic changes towards a life based on sustainability in all areas, especially in the economic sector, including food production. The task of educating for sustainability needs to include food producers (farmers and livestock breeders). This article describes an educational experience carried out within the framework of a proposal presented in the “Second Call for Grants to Promote University-Company Projects” at the Technological Campus of Algeciras (Spain). It consisted of conducting in-depth interviews with farmers and livestock breeders, identifying the practices in the daily management of their farms, and having them participate in an education and training event in which they shared their knowledge. It was not an easy task because food producers have systematically been attacked by currents of opinion that blame them for causing greenhouse gas emissions. We adopted an approach based on empathy and on encouraging sustainable food production practices.
  • Sustainable Instrument Development in Educational Research

    Ediyanto Ediyanto; Sunandar Asep; Ramadhani Risa Safira; Aqilah Thalsa Syahda (Sciendo, 2022-06-01)
    The current study presents an overview of studies investigating educational research instruments development. This study only discusses similar topics in instrument development. The instrument discussed is the assessment of perspective on inclusive education. This research adopted a literature review approach. There are seven research stages: beginning the article, relevant literature identification, review structuring, tone structuring, tense structuring, theoretical development, and evaluating. The current study indicates four main steps in the research and development method: data collection, planning, initial product development, and validation. Simultaneously, the revision or feedback process must be integrated with each step. Research and development is a cycle, so the product development results must be continuously reviewed to remain appropriate and solve current problems. Thus, with the sustainable instrument development method, ideas and innovations in education can be realized.
  • Education for Sustainable Development, Curriculum Reform and Implications for Teacher Education in a Small Island Developing State

    Clark Keriffe R. (Sciendo, 2022-06-01)
    Education for Sustainable Development (ESD) has been identified as a viable means of securing a sustainable present and future. However, the existing body of literature related to Sustainable Development (SD) and ESD varies. Additionally, there is a paucity of studies conducted within the context of the Small Island Developing States (SIDS) such as Jamaica which are unique in their biodiversity, culture, economy and society. As a member state of the United Nations, Jamaica is expected to devise and implement strategies towards SD, guided by the 17 Sustainable Development Goals (SDGs). However, there is a need for these strategies to be contextually appropriate and relevant as efforts are pursued to engage in curriculum reform seeking to improve learnersí knowledge, values, competencies and dispositions towards sustainable lifestyles. Consequently, curriculum reform should be carefully aligned with teacher education and its implementers. With this in mind, this paper seeks to i) contextualise ESD, ii) review salient components of curriculum reforms in Jamaica and iii) proffer implications for teacher education in a small island developing state in light of ESD curriculum reforms.
  • Teaching Sustainability: A Study of Teachers and Conceptual Tensions

    Holfelder Anne-Katrin (Sciendo, 2022-06-01)
    Teaching sustainability topics puts teachers in a tense relationship: on one hand, they should convey the importance and urgency of the topic, but at the same time, this should be done in such a way that students can form their own judgements. In addition, teachers may themselves become privately involved and interested in the topic, which requires a professional understanding of their role. This concern was pursued in the present study. Teachers who teach sustainability topics were interviewed in semi-structured interviews. This article presents the results by means of case studies that show three contrasting cases. There are two ways of avoiding the tensions and one that takes the tension as an inherent part of the topic.
  • Problems Encountered by Distance Education Staff in the Emergency Distance Education Process

    Özmen Erhan; Kan Ayşe Ülkü (Sciendo, 2022-06-01)
    With the effect of the COVID-19 virus, which emerged at the end of 2019 and caused a pandemic in the world, education has experienced a significant interruption and the world has embarked on a quest for alternatives for educational practices. Distance education, where the learner and the teacher can perform education by being in different places, has reached the forefront with its applicability to pandemic conditions and has increased its importance. As a result of these developments, the concept of emergency distance education, which is a temporary transfer of face-to-face education to technological environments, has emerged and has been put into practice. Educational institutions, which had to start distance education practices in a very short time, experienced various problems due to student density and limited time. It is considered important in order to reveal the experiences of distance education staff who are directly faced with these problems, to offer solutions to the problems and to be prepared for extraordinary situations that may occur later. The purpose of this study is to identify the problems experienced by the staff of the distance education center (DEC) in the distance education applications carried out during the pandemic and to make suggestions for the solution of these problems. In line with this purpose, focus group interviews were conducted with a total of eight personnel, three of whom were administrative, four of whom were academic and one of whom was technical, working in different positions at the distance education center of a university. The sample was determined in accordance with the convenience sampling. The data obtained in the study using phenomenology, which is one of the qualitative research designs, were analysed by content analysis method. As a result of the study, it was determined that the problems experienced by DEC staff in this process were grouped under four categories as student-centred, instructor-centred, system-centred, and other problems, and solution suggestions were presented within the framework of these problems.
  • Actual State of COVID-19 Strategy Meetings

    Arai Takao; Saito Kengo; Hirai Yuji (Sciendo, 2021-12-01)
    The authors of this paper applied a new approach combining text mining and principal component analysis (PCA) to objectively determine the actual state of regional COVID-19 strategy meetings and verified its utility. The authors used text mining to analyze meeting minutes and extracted words with high phase ubiquity by co-occurrence analysis. Then, they selected words symbolizing the meeting contents (“report,” “prevention,” “rules,” and “decision”) and performed PCA using the occurrence rates of these words as variables. Two principal components (PC1, PC2) were set. For PC1, we observed maximum factor loading for “decision” (0.81) and minimum for “report” (-0.72), so we considered this axis to show the “depth of meeting discussions.” For PC2, we observed maximum factor loading for “prevention” (0.81) and minimum for “rule” (-0.76). We considered this axis to show “regional infection status.” When we created a plot of all 44 meetings, Phase 1 occurred in quadrants 3 to 4 (knowledge sharing), phase 2 began in quadrant 1 (preparation for spread), and phase 3 shifted to quadrant 2 (response to spread) with significant differences between these phases. Our findings suggest that the actual state of regional COVID-19 strategy meetings could be objectively determined by using a combination of text mining and PCA.
  • Using Norm-Based PSAs to Foster Green Behavior in a University: Some Preliminary Results from Lithuania

    Poškus Mykolas Simas; Valickienė Rasa Pilkauskaitė; Kuzinas Arvydas (Sciendo, 2020-06-01)
    Three field studies using norm-based public service announcements were carried out in a university context. The studies yielded inconclusive results, pointing toward the need to investigate the contextual and individual effectiveness of persuasive communication based on making social norms salient. The presented studies are discussed as the first steps in introducing persuasive pro-environmental communication in a specific university context and some ways forward are proposed.
  • The Earth Charter: An Ethical Framework for a Feasible Utopia

    Contini Valerio; Garcia Pascual Enrique (Sciendo, 2010-06-01)
    This research objective is to highlight an innovative, holistic, inclusive, integrated approach to a sustainable future promoted by the Earth Charter and describe the structure of its ethical framework. The main conclusion of the research is that the ethical framework of the Earth Charter is based on a limited number of core concepts: planetary human identity, feasible utopianism, co-responsibility and committed compassion. Planetary human identity is based on the capacity to incorporate nature into the process of identity building and integrate three complementary feelings: singularity, belonging to groups and belonging to the planetary community of life. The Earth Charter stresses the necessity to give a new life to utopianism by working out a critical-radical-alternative, but a feasible idea of future and our responsibility towards it. Moreover, the Earth Charter rethinks responsibility as co-responsibility and assigns it four different qualities: universal, synchronic, diachronic and differentiated and appeals to an innovative politically connoted notion of compassion.
  • Teachers’ Values Related to Sustainable Development in Polish and Latvian Secondary Schools

    Świtała Eugeniusz (Sciendo, 2015-12-01)
    The aim of the paper is to present the results of the research on highlighting values related to sustainable development in Poland and Latvia by secondary school teachers and to compare two models by the use of action research. The research is presented as a process of identifying values mainly from the point of view of social development which is an important component of sustainable development. The research results presented below provide a picture of a comparison between Polish and Latvian secondary school teachers’ views on values related to sustainable development and the process of values education. The paper is based on the doctoral thesis of the author.
  • Communicative Approach as a Tool for Relating Reading and Writing Skills in Early Childhood Education

    Prince Ololube Nwachukwu; Briggs Teinye; Kpolovie Peter James; Uwaoma Ezindu Salome (Sciendo, 2010-06-01)
    This study dwells upon communicative approach as a tool for relating reading and writing skills in early childhood education in a developing economy. The quantitative data was gathered through the use of structured questionnaires and was analysed using SPSS version 17. This study confirms that teachers in the selected early childhood education centres (ECEC) have no professional early childhood education qualifications and, as a result, are not qualified to effectively carry out their teaching responsibilities. It is hoped that this study can contribute to a deeper understanding of how early childhood education teachers perceive language teaching and consequently assist in the development of teacher education programmes and activities. Teacher training and education courses must play a more active role in informing trainee teachers of the instructional value of communicative approach in the teaching and learning of the English language. This study provides parents, teachers, researchers, the public and those who manage education systems with new data that will help them to answer questions about the failing state of education in Nigeria.
  • Editorial

    Heasly Berise; Iliško Dzintra; Salīte Ilga (Sciendo, 2019-06-01)
  • Preservice Teacher Perceptions of Preparedness to Teach in Inclusive Settings as an Indicator of Teacher Preparation Program Effectiveness

    Stites Michele L.; Rakes Christopher R.; Noggle Amy K.; Shah Sabrina (Sciendo, 2018-12-01)
    This mixed methods study examined preservice teacher perceptions of their needs related to inclusion. The study examined 120 early childhood and elementary preservice teachers from two universities, from both general and special education programs. Inclusion has been considered best practice in education for many years; however, how to best facilitate inclusive practices to meet the needs of all learners remains an area of uncertainty for preservice teachers. Prior research has connected perceptions of preparedness to effective inclusive practices. A survey was developed and validated about inclusion and perceptions of preparedness to teach in an inclusive setting. The survey included both Likert-scale items and open response questions. Exploratory factor analysis was used to examine the structure of the survey. Descriptive statistics, analysis of variance, and multiple regression were used to examine the quantitative results. Responses to open-ended questions were coded to identify qualitative themes. The findings indicated that preservice teachers lacked a coherent understanding of inclusion and perceived themselves as needing additional development to be fully prepared to teach in an inclusive setting. The results suggest that teacher preparation programs need to provide a more coherent conceptual framework to guide the enhancement of both course and field work related to inclusion and effective inclusive practices.
  • Transforming Paradigms of Sustainable Transcultural Adult Education

    Franzenburg Geert (Sciendo, 2020-06-01)
    Transcultural adult education combines different cultures by emphasizing different generations, milieus, and interests, and, thus, facilitates a sustainable, integrated, ethical and programmatic framework for the future, following the global and European educational agenda (UNESCO, GRUNDVIG). In this regard, biographical learning offers, as a particular transcultural coping strategy, opportunities for transformation, remembrance and experiences. The study, therefore, focuses on such kinds of adult education as a core element, particularly of transcultural adult education, which facilitates interpreting meanings within social interactions. It also facilitates in the confrontation with a plural environment according to the situation, whereby past, present and future form a dynamic unity through the direct interest in the opposite.
  • Motivation of Civic Education Teachers-in-Training in the Field of Education for Sustainable Development

    Hiller Katharina; Reichhart Barbara (Sciendo, 2017-06-01)
    The objective of teacher-training at university for political science is the development of professional competencies that enable teachers-in-training to act proficiently in all aspects of civic education. Although there are some studies that focus on civic education for teachers’ professional competencies, most of them relate to general capability and do not concern certain significant topics. Empirical results related to the definitive topics within civic education are scarce, particularly in the field of sustainable development. Questions arise regarding teacher-training where it relates to high self-efficacy and interest within the field of civic education compared to other subjects, based on the model of political competence by Detjen and colleagues. In this article, we present the results of a quasi-experimental trial with civic education teachers-in-training (N = 108). Results indicate that their self-efficacy in the field of sustainable development is low compared to other areas, although there is no significant difference in their level of interest in sustainable development compared to other topics.
  • E-inclusion Process and Societal Digital Skill Development

    Vītoliņa Ieva (Sciendo, 2015-12-01)
    Nowadays, the focus shifts from information and communication technology access to skills and knowledge. Moreover, lack of digital skills is an obstacle in the process of learning new digital competences using technologies and e-learning. The objective of this research is to investigate how to facilitate students to use the acquired digital skills in practice and to evaluate the impact of students’ previous knowledge level. Based on the e-inclusion digital skills model, the author develops two research questions: How students’ previous experience impacts practical usage of the acquired ICT skills and How students’ self-assessment correlates with practical usage of the acquired ICT skills. The research employs student-centred learning theory, where the learning process is based on students’ active action, experience and values. The research is based on a literature review and one case study. The results of this study confirm the relationship of the e-inclusion digital skills model with the knowledge level acquired and its usage.
  • Entrepreneurship Education for a Sustainable Future

    Lindner Johannes (Sciendo, 2018-06-01)
    Entrepreneurs keep our economy and society vibrant by implementing new ideas, which is why our society needs people with entrepreneurship competences. The development of our entrepreneurship competences does not begin with the start of our professional lives, but is initiated in earlier phases of our socialisation. Entrepreneurship education can trigger and support this process. A common goal of entrepreneurship education is to strengthen entrepreneurs with value orientation for a sustainable society. All entrepreneurs of the future are in school today, the nature of their value-oriented education and their willingness to participate is shaped by today’s learning. This article provides information about entrepreneurship education, with a focus on Entrepreneurial Challenge-Based Learning for a sustainable future. Entrepreneurial Challenge-Based Learning touches on the basic personal and social issues of responsibility and autonomy and is intended to foster a culture of solidarity in our society.
  • Perceptions of Research in Education for Sustainable Development: An International Perspective

    Pipere Anita; Reunamo Jyrki; Jones Marion (Sciendo, 2010-06-01)
    This paper reports on a study undertaken to investigate international perspectives of what constitutes research in education for sustainable development (ESD). By employing inductive thematic content analysis, the authors sought to examine the perceptions of 66 ESD researchers from 19 countries. The findings reveal a concern with the methodological aspects of research and an emergent need for synergy between the methodology of educational research and specific themes relevant to ESD research. The significant overlap of themes and aspects of ESD research apparent across the different contexts within which the researchers were embedded indicates a unified core of ESD research, although there is also evidence of contextual factors influencing the research agenda. Based on the findings of this study, the paper concludes that there is an overlap between educational research and ESD research, but that the latter has its own specific aims, themes and political supporters. In an endeavour to develop a shared understanding about ESD research across disciplines and research context, a common language has to be developed to facilitate a constructive dialogue and research capacity building in this novel field.
  • Delving Into Key Dimensions of ESD Through Analyses of a Middle School Science Textbook

    Sahin Elvan (Sciendo, 2016-12-01)
    Uncertainties and debates regarding the term of sustainable development are still going on, and similarly, the notion of education for sustainable development (ESD) is open to debate. There has been an attempt to make the concept of ESD evident, which is quite challenging. Palmer (1998) stated the appropriateness of ESD within environmental education and presented ESD as a new trend for teaching and learning about the environment. In line with these interpretation, Sauvé (2002) pointed out that ESD seems to emerge as a current issue within environmental education. Contrary to these claims, some researchers do not interpret ESD as an evolution within environmental education. According to Sterling (2001), ESD can be recognized as sustainable education in which there is a movement toward the renewal of education systems and institutions ‘doing better things’ and ‘seeing things differently’. Apart from those qualitatively different interpretations of ESD, in 1998 the Council for Environmental Education published a strategy report (CEE, 1998) which is particularly significant for teachers. This report specified seven key dimensions regarding ESD, namely: interdependence; citizenship and stewardship; needs and rights of future generations; diversity; quality of life, equity and justice; sustainable change; and uncertainty and precaution in action. This study could provide an analysis of Turkish middle school science textbooks with respect to these key dimensions on ESD. Current evidences showed that these textbooks do not refer to the dimensions of sustainable development sufficiently.
  • Use of Interactive Whiteboard in Teaching Mathematics for Sustainability and its Effect on the Role of Teacher

    Kutluca Tamer; Yalman Murat; Tum Ali (Sciendo, 2019-06-01)
    As interactive whiteboards have been used recently in secondary schools for sustainability, this study on use of interactive whiteboards is considered to be very important in terms of knowing the effects of interactive whiteboards on mathematics lessons, determining the perspectives of teachers as users of the system and increasing the efficiency of the attempts related to the use of interactive whiteboards. In this respect, the purpose of the study was to investigate the use of interactive whiteboard in teaching mathematics for sustainability and to examine its effects on the role of teachers. The qualitative research approach was adopted in the study as it tried to conduct a deep analysis of a situation. The study was conducted with eight secondary school mathematics teachers working in the province of Adiyaman in Turkey. The research data were collected using a semi-structured interview form developed by the researchers. Each interview lasted in a period of time ranging from 8 to 14 minutes. The data collected in the study were analyzed using descriptive analysis with a qualitative approach. In the study, the data were interpreted considering the following themes: “The changes created by interactive whiteboards in the process of teaching mathematics”, “The facilities provided by the system for mathematics teachers”, “The effects of using interactive whiteboards in teaching mathematics on the role of teachers”, “The preparations for using interactive whiteboards in teaching mathematics” and “Use of computer software with interactive whiteboards in teaching mathematics”. The results obtained in the study revealed that the teachers were not sufficiently informed or directed regarding the use of whiteboards in teaching mathematics or provided with in-service training support which they needed in relation to the use of interactive whiteboards especially in teaching mathematics. Current role of teachers existing in accordance with the constructivist educational approach has not changed with the use of interactive whiteboards in teaching mathematics, but this role has only become stronger. Furthermore, it was found that interactive whiteboards in mathematics classes are generally used for mathematical exercises.
  • Seeking Refuge: Implications when Integrating Refugee and Asylum Seeker Students into a Mainstream Australian School

    Wiseman Martin; O’Gorman Shannon (Sciendo, 2017-06-01)
    This article describes one school’s response to the inclusion and education of refugee and asylum seeker students within a mainstream educational setting. Australian government statistics released on 31 March 2016 stated that there were presently 50 children being held on Nauru, 17 children held in detention on the mainland and 317 children held in community detention on the mainland (ChilOut, 2016). Refugee and asylum seeking students are subject to the impact of war and conflict; the cumulative time spent in detention may severely limit a young person’s access to formal education. Whilst it is understood that children will benefit from access to education, the reality is that “little appears to have been written on asylum seekers” in an educational context (Reakes, 2007, p. 94). This represents a concern when it is acknowledged that “sustaining teachers in culturally and linguistically diverse schools has been a prominent issue for years” (Williams, Edwards, Kuhel, & Lim, 2016, p. 17). This article responds to the limitations of current literature by articulating considerations that would likely assist other schools seeking to establish similar inclusive frameworks. Specifically, the thematic grouping of staff observations seek to articulate the cultural considerations that likely influence the sustainability of an inclusive and liberating approach to integrative school enrolment. This paper draws on the authors’ observations and experiences in schools, the published literature and the observations of the two authors – specifically, drawing on their educational and therapeutic expertise. These observations are then grouped into themes outlined by Akinsulure-Smith and O’Hara (2012) as key reasons for therapeutic referral, namely: employment barriers, medical challenges, language barriers, social services and legal challenges.

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