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Exploring the concept of sustainable development within education for sustainable development: implications for ESD research and practice

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  • Eleni Sinakou

    (University of Antwerp)

  • Jelle Boeve-de Pauw

    (University of Antwerp)

  • Peter Van Petegem

    (University of Antwerp)

Abstract

This paper explores how three major factors in education for sustainable development (ESD) practice view the concept of sustainable development (SD). These are (a) international policy documents which shaped ESD, (b) the academic discourse in the field of ESD and (c) students and teachers. SD is a complex concept, and it can be interpreted in several ways. This paper adopts a holistic approach to SD, according to which SD is considered an integrated concept of three dimensions, namely the environment, the economy and the society. The significance of the holistic approach to the SD concept is emphasized in the recent international policy documents and by the academic discourse, as well. However, teachers and students do not hold yet a holistic understanding of the concept. The purpose of this paper is to discuss this ESD policy–practice gap and to propose implications in ESD practice and research.

Suggested Citation

  • Eleni Sinakou & Jelle Boeve-de Pauw & Peter Van Petegem, 2019. "Exploring the concept of sustainable development within education for sustainable development: implications for ESD research and practice," Environment, Development and Sustainability: A Multidisciplinary Approach to the Theory and Practice of Sustainable Development, Springer, vol. 21(1), pages 1-10, February.
    • Handle: RePEc:spr:endesu:v:21:y:2019:i:1:d:10.1007_s10668-017-0032-8
    DOI: 10.1007/s10668-017-0032-8
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    14. Eleni Sinakou & Vincent Donche & Jelle Boeve-de Pauw & Peter Van Petegem, 2019. "Designing Powerful Learning Environments in Education for Sustainable Development: A Conceptual Framework," Sustainability, MDPI, vol. 11(21), pages 1-23, October.
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