Journal Sustainablityy Special Issue "Competencies in Education for Sustainable Development"

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Journal Sustainablityy Special Issue "Competencies in Education for Sustainable Development"

A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Sustainable Education and Approaches". Deadline for manuscript submissions: 30 November 2018

The new 2030 Agenda for Sustainable Development clearly reflects the urgency to embed the principles of education for sustainable development (ESD) into all levels of education. Education is explicitly formulated as a stand-alone goal—Sustainable Development Goal 4. Numerous education-related targets and indicators are also contained within other Sustainable Development Goals (SDGs).

ESD aims at developing competencies that empower individuals to reflect on their own actions, taking into account their current and future social, cultural, economic and environmental impacts, from a local and a global perspective. Individuals as part of society should also be empowered to act in complex situations in a sustainable manner, which may require them to strike out in new directions; and to participate in socio-political processes, moving their societies towards sustainable development.

ESD has to be understood as an integral part of quality education, inherent in the concept of lifelong learning: all educational institutions—from preschool to higher education and in non-formal and informal education—can and should foster the development of sustainability competencies. ESD is holistic and transformational education that addresses learning content and outcomes, pedagogy and the learning environment. It should create interactive, learner-centred teaching and learning settings. It asks for an action-oriented, transformative pedagogy, which supports self-directed learning, participation and collaboration, problem-orientation, inter- and transdisciplinarity and the linking of formal and informal learning to the development of key sustainability competencies. Further empirical research is needed on the development, assessment tools and the impact of new policies and programs related to ESD competencies.

This special issue focuses on ESD competencies from preschool to higher education and in non-formal and informal education. Suggested topics include:

  • Integration of ESD competencies in policies, strategies and programmes
  • Innovative pedagogical approaches to ESD competencies
  • Curriculum developments—teaching and learning practices to develop ESD competencies
  • Processes and tools to assess ESD competencies
  • Connecting quality education with ESD competencies development
  • Professional development in ESD (teachers, university staff, non-formal educators, etc.)
  • Inclusion of ESD competencies in teacher education

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