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Contributions of Education for Sustainable Development (ESD) to Quality Education: A Synthesis of Research

Author

Listed:
  • Robert Laurie

    (Robert Laurie, Adjunct Professor, Faculty of Education, University of New Brunswick, Canada. E-mail: robert.laurie@unb.ca)

  • Yuko Nonoyama-Tarumi

    (Yuko Nonoyama-Tarumi, Adjunct Researcher, Waseda Institute for Advanced Study, Waseda University, Japan. Email: y.tarumi@kurenai.waseda.jp)

  • Rosalyn Mckeown

    (Rosalyn McKeown, Secretariat, UNESCO Chair on Reorienting Teacher Education to Address Sustainability, York University, Toronto, Canada. E-mail: mckeowni@utk.edu)

  • Charles Hopkins

    (Charles Hopkins, Chairholder, UNESCO Chair on Reorienting Teacher Education to Address Sustainability, York University, Toronto, Canada. E-mail: chopkins@edu.yorku.ca)

Abstract

This research is a synthesis of studies carried out in 18 countries to identify contributions of education for sustainable development (ESD) to quality education. Five common questions were used for the interviews in each country to solicit education leaders and practitioners’ views on the outcome and implementation of ESD. The analysis revealed that major themes repeated across the 18 studies, showing that ESD contributes in many ways to quality education in primary and secondary schools. Teaching and learning transforms in all contexts when the curriculum includes sustainability content, and ESD pedagogies promote the learning of skills, perspectives and values necessary to foster sustainable societies. The research also identified the need to integrate ESD across all subjects, to provide professional development for teachers to ensure ESD policy implementation and to adopt ESD management practices to support ESD in the curriculum in order to broaden ESD across countries.

Suggested Citation

  • Robert Laurie & Yuko Nonoyama-Tarumi & Rosalyn Mckeown & Charles Hopkins, 2016. "Contributions of Education for Sustainable Development (ESD) to Quality Education: A Synthesis of Research," Journal of Education for Sustainable Development, , vol. 10(2), pages 226-242, September.
    • Handle: RePEc:sae:jousus:v:10:y:2016:i:2:p:226-242
    DOI: 10.1177/0973408216661442
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    Citations

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    Cited by:

    1. Carola Garrecht & Till Bruckermann & Ute Harms, 2018. "Students’ Decision-Making in Education for Sustainability-Related Extracurricular Activities—A Systematic Review of Empirical Studies," Sustainability, MDPI, vol. 10(11), pages 1-19, October.
    2. Anna Mogren & Niklas Gericke, 2019. "School Leaders’ Experiences of Implementing Education for Sustainable Development—Anchoring the Transformative Perspective," Sustainability, MDPI, vol. 11(12), pages 1-21, June.
    3. Bing Mei & Shuxia Yang, 2019. "Nurturing Environmental Education at the Tertiary Education Level in China: Can Mobile Augmented Reality and Gamification Help?," Sustainability, MDPI, vol. 11(16), pages 1-12, August.
    4. Vasiliki Kioupi & Nikolaos Voulvoulis, 2019. "Education for Sustainable Development: A Systemic Framework for Connecting the SDGs to Educational Outcomes," Sustainability, MDPI, vol. 11(21), pages 1-18, November.

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