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Sustainable Education: Exploiting Students’ Energy for Learning as a Renewable Resource

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  • Kris Van den Branden

    (Faculty of Arts, Katholieke Universiteit Leuven, Blijde-Inkomststraat 21, B-3000 Leuven, Belgium)

Abstract

In this article, “sustainable education” is reconceptualized, drawing on the insight that education runs on the energy of students, teachers and all other stakeholders involved. Sustainable education systems are defined as systems in which students’ natural energy for learning is renewed (rather than depleted) and no talent gets wasted. Students’ energy for learning is geared towards the acquisition of crucial competences for the 21st century (including the competence to make their own lives work and to make life on the planet work), which they can deploy and further develop on a long-term, sustainable basis. For this to happen, education systems need to be built upon strong, up-to-date curricula and to design classroom activity based on cutting-edge knowledge on what drives human learning. To this end, school teams’ joint energy for educating needs to be tapped and renewed, and assessment needs to be primarily used to further improve the quality of education.

Suggested Citation

  • Kris Van den Branden, 2015. "Sustainable Education: Exploiting Students’ Energy for Learning as a Renewable Resource," Sustainability, MDPI, vol. 7(5), pages 1-17, May.
    • Handle: RePEc:gam:jsusta:v:7:y:2015:i:5:p:5471-5487:d:49140
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    References listed on IDEAS

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    1. Byrne, Delma & Smyth, Emer, 2010. "No Way Back? The Dynamics of Early School Leaving," Research Series, Economic and Social Research Institute (ESRI), number BKMNEXT163.
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    Cited by:

    1. Auguste K. Kouakou & Nibontenin Soro, 2023. "Drivers of Energy Efficiency in West African Countries," Journal of Sustainable Development, Canadian Center of Science and Education, vol. 15(5), pages 1-39, May.
    2. Tiago Sequeira & Marcelo Santos, 2018. "Education and Energy Intensity: Simple Economic Modelling and Preliminary Empirical Results," Sustainability, MDPI, vol. 10(8), pages 1-17, July.
    3. Tung-Ming Pan & Kuo-Chin Fan, 2020. "A Sustainable Approach: Increasing Students’ Information-Technology Competences and Job-Seeking Capabilities through Course Redesign Using FIT Framework and Active Learning Pedagogy," Sustainability, MDPI, vol. 12(10), pages 1-20, May.
    4. Thomas Nipielim Tindan. & Tang Godfred, 2024. "Comparative Study on Think-Pair Share and Jigsaw Methods of Teaching Chemistry among S.H.S Students in Ghana," International Journal of Latest Technology in Engineering, Management & Applied Science, International Journal of Latest Technology in Engineering, Management & Applied Science (IJLTEMAS), vol. 13(4), pages 172-175, April.
    5. Ciprian Obrad, 2020. "Constraints and Consequences of Online Teaching," Sustainability, MDPI, vol. 12(17), pages 1-23, August.
    6. Marinela Istrate & Raluca Horea-Serban & Ionel Muntele, 2019. "Young Romanians’ Transition from School to Work in a Path Dependence Context," Sustainability, MDPI, vol. 11(5), pages 1-21, February.
    7. G.N. Shava & T. Chasara & O. S. Hahlani, 2021. "Sustainable Development Goal (SDG) 4 on Quality in Education, Current Issues in Zimbabwe Higher Education, Educating for the future," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 5(6), pages 146-154, June.

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