Zen, Irina Safitri and Barreiro-Gen, Maria and Bankole, Awuzie and Kim, Ceulemans (2022) Editorial: education for sustainable development: How can changes in local practices help address global challenges. Frontiers in Sustainability, 3. pp. 1-3. ISSN 2673-4524
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Abstract
Through both formal and informal channels, Education for Sustainable Development (ESD) helps participants develop the knowledge, skills, understanding, values, and actions required to create a sustainable world (Agbedahin, 2019). This entails environmental protection and conservation, the promotion of social equity, and the encouragement of economic sustainability. ESD emphasizes action-oriented practices that call for inter- and transdisciplinary collaboration between various academic disciplines and for co-creating solutions that better contribute to the Sustainable Development Goals (SDGs) (Holm et al., 2016; Ceulemans et al., 2022). Conceptual frameworks, models, tools, and platforms are needed to address such practices and solutions (Laasch et al., 2020). Recently, higher education institutions (HEIs) have made greater efforts to contribute to more sustainable societies (Blanco-Portela et al., 2017), a context in which collaboration with stakeholders such as civil society, governments, the private sector, non-governmental organizations, and the general public is paramount (Gray and Dewulf, 2021). This Research Topic presents, through seven articles, local transdisciplinary and transformational practices aimed at addressing global problems. The articles offer real-world innovative approaches to ESD (e.g., games, poetry, challenge framing) and elucidate how actors at different levels can use ESD mechanisms to better contribute to sustainability.
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