INTERDISCIPLINARY JOURNAL OF ENVIRONMENTAL AND SCIENCE EDUCATION

Keyword: sustainability

4 results found.

Short Communication
Sustainable Globe Project’s Statement on Challenges for Sustainability
Interdisciplinary Journal of Environmental and Science Education, 2022, 18(3), e2296, https://doi.org/10.21601/ijese/12232
ABSTRACT: This text is a short overview of the Sustainable Globe Conference 2021, the special issue of the International of Environmental and Science Education and new challenges for the idea of sustainability and its education.
Editorial
Sustainability and Cultural Inclusion: Considering Ontological, Epistemological and Educational Diversity
Interdisciplinary Journal of Environmental and Science Education, 2022, 18(3), e2273, https://doi.org/10.21601/ijese/12213
ABSTRACT: Cultural diversity is important in understanding human-nature relationships and suggesting ways to change them in the face of environmental crises. Therefore, it is important to examine how environmental education (EE) and education for sustainable development (ESD) consider cultural inclusion. The debate between different visions related to humanity, society, nature, the environment, the relationship between humans and the rest of nature, development, growth, etc. opens the spectrum to study cultural inclusion. This editorial briefly overviews how EE and ESD address cultural inclusion. This overview places such a debate as the basis of this special issue (SI) of the Interdisciplinary Journal of Environmental and Science Education (IJESE). Most of the papers in this SI are expanded and peer-reviewed versions of conferences presented at the Sustainable Globe Conference 2021. The papers highlight sustainability problems in different scenarios, propose alternative viewpoints to what sustainability or ESD establish, and use diverse methods for producing knowledge.
Research Article
Green Schools: An Examination of Practices and Possibilities in Alabama
Interdisciplinary Journal of Environmental and Science Education, 2022, 18(4), e2292, https://doi.org/10.21601/ijese/12144
ABSTRACT: Green schools are schools that reduce environmental effects, improve the health and performance of students, and increase sustainability literacy. Green schools reinforce optimal learning aligned with resource efficiency and minimal pollution. This study implemented a descriptive survey research design to assess the extent to which green school practices are being applied in a three-county region of central Alabama. Survey results revealed inconsistent availability of green school practices at participating schools. Survey implications point to a need for more focused emphasis on green school practices and collaboration between schools, school faculties, and local education agencies.
Research Article
International Scaling of Sustainability Continuing Professional Development for In-Service Teachers
Interdisciplinary Journal of Environmental and Science Education, 2021, 17(3), e2243, https://doi.org/10.21601/ijese/10936
ABSTRACT: Continuing professional development (CPD) offers a strong opportunity to transform schools quickly enough to support today’s students in developing the capacity to address urgently needed sustainability solutions. While there have been some efforts in these directions, so far attempts have not been made to demonstrate whether these approaches to sustainability CPD can be scaled up internationally to the level necessary to meet the need to integrate sustainability across subjects and grade levels. Through this multi-national collaboration, we shared a model and implemented it across three very different contexts. The results of this two year project are reported and the important contextual factors for the competence development of teachers are identified. The model utilized here demonstrated success despite significant barriers at each implementation site. We identify three universal features that will create transformative sustainability CPDs: 1) Sufficient contact hours 2) Solutions not problems and 3) Competencies not content.