Meta-Analysis: Impact of Sustainable Development on Pedagogical Approaches in Education
Abstract
Abstract Views: 0
Sustainable development in education system can lead towards an innovative and productive world. In this study, meta-analytical approach is used to provide key themes of education for sustainable development (ESD), its basic competencies, and pedagogies. The main agenda of ESD is to achieve the goals of sustainable development (SD) by 2030. This review article focuses on an educational perspective that strengthens the educational institutions and empowers all the stakeholders. The current study shows the practices of last ten years to manifest that sustainable development is a significant tool in education. The primary focus of SD is to ensure advancement in the field of skill development. By following this process, teaching becomes constructive and meaningful. In this study, the meta-analysis research method is followed, reporting the analysis of more than sixty (60) research articles. The results and findings were interpreted through a screening process. The results showed that there is a positive and significant effect of sustainable development in the domain of education. Therefore, ESD competencies and pedagogies validate the performance of teachers, students, and all the stakeholders who desire to attain expertise in their respective practices.
Downloads
References
Abedijafari, A., & Amiri, M. (2019). Meta-synthesis as a method for synthesizing qualitative researches. Methodology of Social Sciences and Humanities, 25(99), 73-87. https://doi.org/10.30471/mssh.2019.1629
Abubakar, L., Salemcity, A. J., Abass, O. K., & Olajuyin, A. M. (2021). The impacts of COVID-19 on environmental sustainability: A brief study in world context. Bioresource Technology Reports, 15, 100713. https://doi.org/10.1016/j.biteb.2021.100713
Barth, M., & Michelsen, G. (2013). Learning for change: An educational contribution to sustainability science. Sustainability Science, 8(1), 103-119. https://doi.org/10.1007/s11625-012-0181-5
Bascope, M., Perasso, P., & Reiss, K. (2019). Systematic review of education for sustainable development at an early stage: Cornerstones and pedagogical approaches for teacher professional development. Sustainability, 11(3), e719. https://doi.org/10. 3390/su11030719
Boeve-de Pauw, J., Gericke, N., Olsson, D., & Berglund, T. (2015). The effectiveness of education for sustainable development. Sustainability, 7(11), 15693-15717. https://doi.org/10. 3390/su71115693
Brundtland, G. H. (1985). World commission on environment and development. Environmental policy and law, 14(1), 26-30.
Burmeister, M., Rauch, F., & Eilks, I. (2012). Education for Sustainable Development (ESD) and chemistry education. Chemistry Education Research and Practice, 13(2), 59-68. https://doi.org/10.1039/ C1RP90060A
Carlos, Q. J. (2019). New pedagogical approaches to induce sustainable development goals. Высшее образование в России, 28(3), 50-56. https://doi.org/10.31992/0869-3617-2019-28-3-50-56
Chasek, P. S., Wagner, L. M., Leone, F., Lebada, A. M., & Risse, N. (2016). Getting to 2030: Negotiating the post‐2015 sustainable development agenda. Review of European, Comparative & International Environmental Law, 25(1), 5-14. https://doi.org/10.1111/reel.12149
Chinedu, C. C., Wan-Mohamed, W. A., & Ogbonnia, A. A. (2018). A systematic review on education for sustainable development: Enhancing TVE teacher training programme. Journal of Technical Education and Training, 10(1), 109-125. https://10.30880/jtet.2018.10.01.009
Colgoni, A., & Eyles, C. (2010). A new approach to science education for the 21st century. EDUCAUSE Review, 45(1). http://net.educause.edu /ir/library/pdf/ELI3006.pdf
Eilks, I. (2015). Science education and education for sustainable development–justifications, models, practices and perspectives. Eurasia Journal of Mathematics, Science and Technology Education, 11(1), 149-158. https://doi.org/10.12973/eurasia.2015.1313a
Erdem, C., Bagcı, H., & Kocyigit, M. (2019). 21st century skills and education. Cambridge Scholars Publisher.
Findler, F., Schonherr, N., Lozano, R., Reider, D., & Martinuzzi, A. (2019). The impacts of higher education institutions on sustainable development: A review and conceptualization. International Journal of Sustainability in Higher Education, 20(1).
Goodland, R. (1991). Environmentally sustainable economic development: Building on Bruntland. UNESCO
Government of Pakistan. (2019). Pakistan’s implementation of the 2030 agenda for sustainable development: Voluntary national review. SDG Section, Ministry of Planning, Development and Reforms.
Hassan, M, U. (2021). Sustainable development goals: Are we ready to implement them in Pakistan? Governance and Management Review, 2(2), 47-70.
Hoffmann, T., & Siege, H. (2018). What is Education for Sustainable Development (ESD). Human Development, 1(8), 1-6.
Ilisko, D., & Badyanova, Y. (2014). A case study of ESD implementation: Signs of sustainable leadership. Discourse and Communication for Sustainable Education, 5(1), 38-48. https://doi.org/10.10.2478/dcse-2014-0004
Jessani, S. I. (2015). Science education: Issues, approaches and challenges. Journal of Education and Educational Development, 2(1), 79-87.
Karaarslan, G., & Teksoz, G. (2016). Integrating sustainable development concept into science education program is not enough: We need competent science teachers for education for sustainable development--Turkish experience. International Journal of Environmental and Science Education, 11(15), 8403-8425.
Karatzoglou, B. (2013). An in-depth literature review of the evolving roles and contributions of universities to education for sustainable development. Journal of Cleaner Production, 49, 44-53. https://doi.org/ 10.1016/j.jclepro.2012.07.043
Keiler, L. S. (2018). Teachers’ roles and identities in student-centered classrooms. International Journal of STEM Education, 5(34), 1-20. https://doi.org/10.1186/s40594-018-0131-6
Khan, S. J. I., Awan, A., & Khan, M. M. (2013). The concept of sustainable development in Pakistan. Basic Research Journal of Social and Political Sciences, 2(2), 12-21.
Kolleck, N. (2019). The emergence of a global innovation in education: Diffusing education for sustainable development through social networks. Environmental Education Research, 25(11), 1635-1653. https://doi.org/10.1080/13504622.2019.1675593
Laurie, R., Nonoyama-Tarumi, Y., Mckeown, R., & Hopkins, C. (2016). Contributions of education for sustainable development (ESD) to quality education: A synthesis of research. Journal of Education for Sustainable development, 10(2), 226-242. https://doi.org/10. 1177/0973408216661442
Lozano, R., Merrill, M. Y., Sammalisto, K., Ceulemans, K., & Lozano, F. J. (2017). Connecting competences and pedagogical approaches for sustainable development in higher education: A literature review and framework proposal. Sustainability, 9(10), e1889. https://doi.org/10. 3390/su9101889
Leal Filho, W., Salvia, A. L., Paço, A., Dinis, M. A. P., Vidal, D. G., Da Cunha, D. A., ... & Ríos, F. J. M. (2022). The influences of the COVID-19 pandemic on sustainable consumption: An international study. Environmental Sciences Europe, 34(1), e54. https://doi.org/ 10.1186/s12302-022-00626-y
Martin-Garin, A., Millan-García, J. A., Leon, I., Oregi, X., Estevez, J., & Marieta, C. (2021). Pedagogical approaches for sustainable development in building in higher education. Sustainability, 13(18), e10203. https://doi.org/10.3390/su131810203
Mensah, J. (2019). Sustainable development: Meaning, history, principles, pillars, and implications for human action: Literature review. Cogent Social Sciences, 5(1), e1653531. https://doi.org/10.1080/23311886. 2019.1653531
Missimer, M., & Connell, T. (2012). Pedagogical approaches and design aspects to enable leadership for sustainable development. Sustainability: The Journal of Record, 5(3), 172-181.
Murphy, M. M. (2015). Plato's philosophy of education and the common core debate. Online Submission.
Navarro-Espinosa, J. A., Vaquero-Abellan, M., Perea-Moreno, A. J., Pedros-Perez, G., Aparicio-Martínez, P., & Martinez-Jimenez, M. (2021). The higher education sustainability before and during the COVID-19 pandemic: A spanish and ecuadorian case. Sustainability, 13(11), e6363. https://doi.org/10.3390/su13116363
Nazar, R., Chaudhry, I. S., Ali, S., & Faheem, M. (2018). Role of quality education for sustainable development goals (SDGS). PEOPLE: International Journal of Social Sciences, 4(2), 486-501. https://dx.doi.org/10.20319/pijss.2018.42.486501
Nessipbayeva, O. (2012). The competencies of the modern teacher. Bulgarian Comparative Education Society.
Nevin, E. (2008). Education and sustainable development. Policy & Practice-A Development Education Review, (6).
O’Flaherty, J., & Liddy, M. (2018). The impact of development education and education for sustainable development interventions: a synthesis of the research. Environmental Education Research, 24(7), 1031-1049. https://doi.org/10.1080/13504622.2017.1392484
Obi, Z. C., & Obiadazie, R. E. (2014). Science education for sustainable development: A need for Nigeria. COOU Interdisciplinary Research Journal. Maiden Issue, 44, 43-49.
Paris, D., & Alim, H. S. (Eds.). (2017). Culturally sustaining pedagogies: Teaching and learning for justice in a changing world. Teachers College Press.
Park, H. Y., Licon, C. V., & Sleipness, O. R. (2022). Teaching sustainability in planning and design education: A systematic review of pedagogical approaches. Sustainability, 14(15), e9485. https://doi.org/10.3390/ su14159485
Prabawani, B., Hadi, S. P., Zen, I. S., Afrizal, T., & Purbawati, D. (2020). Education for sustainable development as diffusion of innovation of secondary school students. Journal of Teacher Education for Sustainability, 22(1), 84-97. https://doi.org/10.2478/jtes-2020-0007
Redondo, C., & Ladage, C. (2023). The role of ‘experience’ in teaching innovation in education for sustainable development in France. Environmental Education Research, 29(8), 1133-1143. https://doi.org/10.1080/13504622.2022.2117278
Sackett, D.L., Straus, S.E., Richardson, W.S., Rosenberg, W., and Haynes, R.B. (2000). Evidence based medicine: How to practice and teach EMB (2nd ed.). Churchill Livingstone.
Sanchez-Carracedo, F., Moreno-Pino, F. M., Romero-Portillo, D., & Sureda, B. (2021). Education for sustainable development in Spanish university education degrees. Sustainability, 13(3), e1467. https://doi.org/10.3390/su13031467
Sarican, G., & Akgunduz, D. (2018). The impact of integrated STEM education on academic achievement, reflective thinking skills towards problem solving and permanence in learning in science education. Cypriot Journal of Educational Sciences, 13(1), 94-107.
Trilling, B., & Fadel, C. (2012). 21st century skills: Learning for life in our times. John Wiley & Sons.
Winkler, I. T., & Williams, C. (2017). The Sustainable Development Goals and human rights: a critical early review. The International Journal of Human Rights, 21(8), 1023-1028. https://doi.org/10.1080/ 13642987.2017.1348695
Withisuphakorn, P., Batra, I., Parameswar, N., & Dhir, S. (2019). Sustainable development in practice: Case study of L’Oreal. Journal of Business and Retail Management Research, 13(Special), 35-47.
This work is licensed under a Creative Commons Attribution 4.0 International License.
UER follows an open-access publishing policy and full text of all published articles is available free, immediately upon publication of an issue. The journal’s contents are published and distributed under the terms of the Creative Commons Attribution 4.0 International (CC-BY 4.0) license. Thus, the work submitted to the journal implies that it is original, unpublished work of the authors (neither published previously nor accepted/under consideration for publication elsewhere). On acceptance of a manuscript for publication, a corresponding author on the behalf of all co-authors of the manuscript will sign and submit a completed Copyright and Author Consent Form.
Copyright (c) The Authors
