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A Comparative Study of Curriculums for Education for Sustainable Development (ESD) in Sweden and Japan

Author

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  • Ulf Fredriksson

    (Department of Education, Stockholm University, S-106 91 Stockholm, Sweden)

  • Kanako N. Kusanagi

    (Center for Advanced School Education and Evidence-based Research, Graduate School of Education, The University of Tokyo, 7-3-1 Hongo, Bunkyo-ku, Tokyo 113-8654, Japan)

  • Petros Gougoulakis

    (Department of Education, Stockholm University, S-106 91 Stockholm, Sweden)

  • Yaka Matsuda

    (Faculty of Education, Kochi University, Akebonocho, Kochi city 780-8520, Japan)

  • Yuto Kitamura

    (Graduate School of Education, The University of Tokyo, 7-3-1 Hongo, Bunkyo-ku, Tokyo 113-8654, Japan)

Abstract

This study examined the curriculums and implementation of Education for Sustainable Development (ESD) in upper secondary schools in Japan and Sweden and examined and compared the policies and cases of ESD practice. The comparison showed that ESD is present in the national curriculums of both countries, but is emphasized differently. In Sweden, it is more a matter of mentioning ESD as part of the principles that guide education, while in Japan, the integration of ESD into the subject syllabus is emphasized. The schools visited strove to implement ESD in their work. ESD is not an exclusive approach in addition to other school activities, but rather a central part of the schools´ work. Many issues are included under the umbrella of ESD, not only environmental issues. International contacts are one of the most important elements of the work, but this does not exclude local engagement. In fact, the schools have established impressive networks. Project work is an important approach in supporting students’ learning about sustainable development. A prerequisite for the successful work of the schools, which all have a certain reputation in the field of ESD, is the dedication of the teachers and the equally dedicated principals who support the work.

Suggested Citation

  • Ulf Fredriksson & Kanako N. Kusanagi & Petros Gougoulakis & Yaka Matsuda & Yuto Kitamura, 2020. "A Comparative Study of Curriculums for Education for Sustainable Development (ESD) in Sweden and Japan," Sustainability, MDPI, vol. 12(3), pages 1-16, February.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:3:p:1123-:d:316665
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    References listed on IDEAS

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    1. Felix Rauschmayer & Ortrud Lessmann, 2013. "The Capability Approach and Sustainability," Journal of Human Development and Capabilities, Taylor & Francis Journals, vol. 14(1), pages 1-5, February.
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    Cited by:

    1. Jorrit Holst & Antje Brock & Mandy Singer-Brodowski & Gerhard de Haan, 2020. "Monitoring Progress of Change: Implementation of Education for Sustainable Development (ESD) within Documents of the German Education System," Sustainability, MDPI, vol. 12(10), pages 1-19, May.
    2. K. Kougias & E. Sardianou & A. Saiti, 2023. "Attitudes and Perceptions on Education for Sustainable Development," Circular Economy and Sustainability, Springer, vol. 3(1), pages 425-445, March.
    3. Zhenwen Liu & Hsi-Chi Yang & Yan-Chyuan Shiau, 2020. "Investigation on Evaluation Framework of Elementary School Teaching Materials for Sustainable Development," Sustainability, MDPI, vol. 12(9), pages 1-19, May.

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