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Exploring the Connections of Education for Sustainable Development and Entrepreneurial Education—A Case Study of Vocational Teacher Education in Finland

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  • Eveliina Asikainen

    (Professional Teacher Education, Tampere University of Applied Sciences, Kuntokatu 3, 33520 Tampere, Finland)

  • Annukka Tapani

    (Professional Teacher Education, Tampere University of Applied Sciences, Kuntokatu 3, 33520 Tampere, Finland)

Abstract

Education for Sustainable Development (ESD) and Entrepreneurial Education (EE) are quite abstract and demanding concepts for teacher students. Yet, Key Sustainability Competences and Entrepreneurial Competences entail important qualities of future citizens and workers, and teacher students should become prepared to accommodate education for these competencies in their teaching practice. This paper explores teacher students’ process of sense-making of sustainable development and how becoming a teacher who practices ESD connects with entrepreneurship. EE serves as a good mirroring surface to ESD as they both have their roots in Transformative Learning (TL) but pursue transformation towards different goals. The case study follows the vocational teacher education (VTE) students’ sensemaking of Sustainable Development as a part of teacher’s work during one semester which included integrated Thematic Studies of Sustainable Development. The qualitative content analysis of students’ texts focused on signs of transformative learning and was guided by the dimensions of sustainable development and learning goals set for teacher’s sustainability competences in the VTE curriculum. The results indicate that transformative learning is possible. Furthermore, they address the importance of certain entrepreneurial capabilities in the actualization of change agency.

Suggested Citation

  • Eveliina Asikainen & Annukka Tapani, 2021. "Exploring the Connections of Education for Sustainable Development and Entrepreneurial Education—A Case Study of Vocational Teacher Education in Finland," Sustainability, MDPI, vol. 13(21), pages 1-13, October.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:21:p:11887-:d:666295
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    References listed on IDEAS

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    1. Joanna Blake & Stephen Sterling & Ivor Goodson, 2013. "Transformative Learning for a Sustainable Future: An Exploration of Pedagogies for Change at an Alternative College," Sustainability, MDPI, vol. 5(12), pages 1-26, December.
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    4. Rodrigo Lozano & Michelle Y. Merrill & Kaisu Sammalisto & Kim Ceulemans & Francisco J. Lozano, 2017. "Connecting Competences and Pedagogical Approaches for Sustainable Development in Higher Education: A Literature Review and Framework Proposal," Sustainability, MDPI, vol. 9(10), pages 1-15, October.
    5. Naresh Giangrande & Rehema M. White & May East & Ross Jackson & Tim Clarke & Michel Saloff Coste & Gil Penha-Lopes, 2019. "A Competency Framework to Assess and Activate Education for Sustainable Development: Addressing the UN Sustainable Development Goals 4.7 Challenge," Sustainability, MDPI, vol. 11(10), pages 1-16, May.
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    Cited by:

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    2. David Holman & Eva Švejdarová, 2023. "The 21st-Century Empowering Wholeness Adaptive (EWA) Educational Model Transforming Learning Capacity and Human Capital through Wholeness Systems Thinking towards a Sustainable Future," Sustainability, MDPI, vol. 15(2), pages 1-35, January.

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