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Integrating Japanese Local Government and Communities into the Educational Curriculum on Regional Sustainability Inside the UNESCO’s Biosphere Reserves and Geoparks

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  • Aida Mammadova

    (Kakuma Machi, Kanazawa University, Kanazawa City, Ishikawa Prefecture 920-1192, Japan)

Abstract

This study analyzes whether biosphere reserves (BR) and geoparks (GP) can serve as platforms to contribute to education for sustainable development by integrating local authorities and communities into the educational process. For two years, we conducted the integrated course named “UNESCO Biosphere Reserves and Geoparks”, with a total number of 143 students. The curriculum was carefully designed together with the local government and community members. Both BR and GP increased the awareness and knowledge of regional sustainability and served as educational platforms to integrate the local government and communities inside the academic curriculum. Students replied that their knowledge about the BR and GP was raised by 83% and 92%, respectively. Practical field trips showed an increased awareness of the locals’ efforts towards regional sustainable development. Both BR and GP provided site-specific knowledge and functioned as the learning platform to teach about the linkage of human–nature interaction towards regional sustainable development. Most of the students expressed that BR helped them to analyze the situation at the issue-oriented community level (76%), whereas GP helped them to think broadly about the relation of humans with the Earth at the global level (89%).

Suggested Citation

  • Aida Mammadova, 2021. "Integrating Japanese Local Government and Communities into the Educational Curriculum on Regional Sustainability Inside the UNESCO’s Biosphere Reserves and Geoparks," Sustainability, MDPI, vol. 13(5), pages 1-13, February.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:5:p:2497-:d:505909
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    References listed on IDEAS

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    1. Sabine Sedlacek & Veronika Gaube, 2010. "Regions on their way to sustainability: the role of institutions in fostering sustainable development at the regional level," Environment, Development and Sustainability: A Multidisciplinary Approach to the Theory and Practice of Sustainable Development, Springer, vol. 12(1), pages 117-134, February.
    2. Peter Glavič, 2020. "Identifying Key Issues of Education for Sustainable Development," Sustainability, MDPI, vol. 12(16), pages 1-18, August.
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    Cited by:

    1. Aida Mammadova & Nazam Ali & Krisada Chaiyasarn, 2022. "Can Online Learning about UNESCO Biosphere Reserves Change the Perception on SDGs and Different Aspects of Sustainability between Japanese and International Students?," Sustainability, MDPI, vol. 14(13), pages 1-14, June.
    2. Rosa Nidia Tuay-Sigua & María Rocío Pérez-Mesa & Yair Alexander Porras-Contreras, 2023. "Teachers’ Ideas and Educational Experiences Regarding Urban Environmental Sustainability in Bogotá, Colombia," Sustainability, MDPI, vol. 15(15), pages 1-18, August.
    3. Gemma Tejedor & Fermín Sánchez-Carracedo & Jordi Segalàs, 2022. "Education for Sustainable Development in Higher Education-Introduction to a Special Issue," Sustainability, MDPI, vol. 14(17), pages 1-6, August.
    4. Yuhui Li & Maocheng Li & Zhiqiang Ding, 2022. "Study on methodology of assessing synergy between conservation and development of karst protected area in the case of the Diehong Bridge Scenic Area of Jiuxiang Gorge Cave Geopark, Yunnan, China," Environment, Development and Sustainability: A Multidisciplinary Approach to the Theory and Practice of Sustainable Development, Springer, vol. 24(4), pages 5867-5886, April.

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