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Evaluating Education for Sustainable Development (ESD)
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Evaluating Education for Sustainable Development (ESD)

A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Sustainable Education and Approaches".

Deadline for manuscript submissions: closed (31 October 2023) | Viewed by 14518

Special Issue Editor

Dr. Yuto Kitamura

E-Mail Website
Guest Editor
Graduate School of Education, The University of Tokyo, Tokyo 113-0033, Japan
Interests: educational policy; education for sustainable development
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

Education for sustainable development (ESD) is based on the recognition that it is essential for people to have a deep understanding of sustainability and to be able to act independently in order to realize a sustainable society. For example, the importance of sustainability education was clearly stated in Chapter 36 of Agenda 21 adopted at the United Nations Conference on Environment and Development (UNCED) in 1992 as a guideline for action. The UN Decade of Sustainable Development (DESD) (2005–2014) was then proposed at the World Summit on Sustainable Development (WSSD) in 2002. In 2015, Goal 4 and Target 7 (SDG 4.7) of the Sustainable Development Goals (SDGs), adopted by the United Nations, emphasized the importance of ESD as a means of educating the "enablers" who will achieve the overall development agenda of the SDGs.

International discussions have been held on the role and function of ESD in solving the complex, global issues raised by the SDGs. Policies on ESD have been established and reflected in curricula around the world, and a variety of ESD practices are being developed at schools and in communities. However, a major challenge is that it is not always clear what kind of results have been achieved in efforts to promote ESD, because evaluation frameworks have not been sufficiently developed.

Indeed, SDG 4.7.1 defines as evaluation indicators: “Extent to which (i) global citizenship education and (ii) education for sustainable development, including gender equality and human rights, are mainstreamed at all levels in: (a) national education policies, (b) curricula, (c) teacher education, and (d) student (d) student assessment.” To this end, UNESCO and other actors have established indicators related to ESD and are developing evaluation methods. However, it is important to note that ESD and ESD-related education cannot be adequately captured by conventional evaluation frameworks.

For example, in addition to the cognitive skills that have been primarily assessed in learning achievement tests, there is an emphasis on fostering generic skills, which include non-cognitive skills, but it is still difficult to properly assess these skills. As another example, in addition to the evaluation of inputs and outputs, process evaluation, such as the evaluation of the teaching and learning process, is also important. Furthermore, it is necessary to evaluate not only the learning aspects, but also the whole-school approach and collaboration with the community as part of school evaluation. It is also essential to evaluate the adequacy of the curriculum and teaching materials. Thus, we must emphasize that the evaluation of a variety of levels and issues relating to ESD are required today.

In this Special Issue, we very much welcome manuscripts aimed at evaluating ESD and ESD-related education from a variety of perspectives such as policy, curriculum, teaching materials, teacher training, educational methods, learning outcomes, school evaluation, and community partnerships. Furthermore, there are various approaches to research, including theoretical research, policy research, empirical research, practical research, case studies, and so forth. We look forward to receiving submissions of manuscripts that evaluate ESD from unique perspectives.

Dr. Yuto Kitamura
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Sustainability is an international peer-reviewed open access semimonthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • Education for Sustainable Development (ESD)
  • sustainability education
  • education policy
  • educational evaluation

Published Papers (8 papers)

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Research

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24 pages, 1037 KiB  
Article
Nurturing Sustainability Changemakers through Transformative Learning Using Design Thinking: Evidence from an Exploratory Qualitative Study
by Thomas Macagno, Anh Nguyen-Quoc and Suzi P. Jarvis
Sustainability 2024, 16(3), 1243; https://doi.org/10.3390/su16031243 - 01 Feb 2024
Viewed by 1147
Abstract
Globally, society faces significant problems, from climate crisis to persistent poverty. Education for Sustainable Development offers an approach to achieving a sustainable society. The challenge is creating changemakers with the knowledge, mindset, and competencies to innovate. Teaching sustainability tends to be discipline-specific, taught [...] Read more.
Globally, society faces significant problems, from climate crisis to persistent poverty. Education for Sustainable Development offers an approach to achieving a sustainable society. The challenge is creating changemakers with the knowledge, mindset, and competencies to innovate. Teaching sustainability tends to be discipline-specific, taught content-heavy via “spoon-feeding” and neglecting student agency changes. To overcome these challenges, we developed a programme to “teach” innovation for sustainability that combines transformative learning and design thinking as the pedagogy. Classes were anchored by solving a real-world sustainability challenge, facilitating experience transformation into new knowledge. Design Thinking is a transdisciplinary methodology that helps different disciplines collaborate on addressing complex problems. However, there is limited empirical evidence to support the effectiveness of this transformative pedagogy in sustainability education. What is the value of combining Design Thinking and Transformative Learning as a pedagogy in sustainability education? Based on the University College Dublin Innovation Academy’s Professional Diploma of Innovation for Sustainability, we address this research question by exploring the impacts of the programme design. Data were collected during and after the programme through students’ reflections and observation field notes of teaching sections. Findings show that the programme design supported developing a sustainability mindset, sustainability literacy, and creative confidence. All characteristics support becoming a changemaker. Full article
(This article belongs to the Special Issue Evaluating Education for Sustainable Development (ESD))
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22 pages, 3457 KiB  
Article
Factors Affecting Social Learning in Nearby Pockets on Tropical Campus Grounds: Towards a Sustainable Campus
by Waleed Alzamil, Sarah Abdulkareem Salih, Sumarni Ismail, Ali Ajlan and Athira Azmi
Sustainability 2023, 15(24), 16581; https://doi.org/10.3390/su152416581 - 06 Dec 2023
Viewed by 1702
Abstract
Nearby natural environments on campus grounds have become imperative in enhancing sustainable academic experiences by facilitating sustainable social learning. However, tropical region campuses prioritise traditional education while neglecting sustainable social learning. Therefore, the purpose of this study was to facilitate the use of [...] Read more.
Nearby natural environments on campus grounds have become imperative in enhancing sustainable academic experiences by facilitating sustainable social learning. However, tropical region campuses prioritise traditional education while neglecting sustainable social learning. Therefore, the purpose of this study was to facilitate the use of nearby sustainable pocket settings on campus grounds to enhance social learning experiences. The present study aimed to identify factors affecting social learning experiences in nearby (sustainable) pocket spaces on tropical campuses. It utilised a verbal questionnaire survey conducted in three research universities in Malaysia to investigate the factors affecting 408 respondents in nearby (sustainable) pockets. The respondents were selected using stratified judgemental sampling. This study’s findings revealed that many influencing factors predicted the social learning experience in tropical universities’ nearby pockets, which were arranged into four domain factors: elements and activities, natural environment factors, perceived environment factors, and social factors. This provided a proven correlation between the lack of social learning in nearby pockets and the factors of these sustainable settings. The findings also showed that students’ demographic factors, including education status and university affiliation, influenced their social learning experience. The present study significantly linked education to sustainability by integrating social learning into nearby sustainable pocket settings. Full article
(This article belongs to the Special Issue Evaluating Education for Sustainable Development (ESD))
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17 pages, 311 KiB  
Article
Assessing the Effect of Pedagogical Transition on Classroom Design for Tertiary Education: Perspectives of Teachers and Students
by Daniel W. M. Chan, Edmond W. M. Lam and Michael Atafo Adabre
Sustainability 2023, 15(12), 9177; https://doi.org/10.3390/su15129177 - 06 Jun 2023
Cited by 1 | Viewed by 2167
Abstract
Active learning has been increasingly important in tertiary education in recent years due to its powerfully favourable impact on students’ learning attitudes and efficacy. Indeed, the way that a classroom is set up has a direct impact on how well students learn and [...] Read more.
Active learning has been increasingly important in tertiary education in recent years due to its powerfully favourable impact on students’ learning attitudes and efficacy. Indeed, the way that a classroom is set up has a direct impact on how well students learn and how well teachers teach. The continuous evaluation of students’ learning performance is essential for guiding future classroom renovations and creating a cutting-edge learning environment for both students and teachers. The aims of this paper were to provide a better understanding of the latest development trend of learning mode preference in tertiary education and to investigate any underlying similarities and differences in the perceptions between teachers and students. To support both teaching and learning, an empirical questionnaire survey was conducted among teachers and students in Hong Kong to assess the effectiveness of various active learning techniques and passive learning techniques adopted in tertiary education. Opinion-based data were collected on the perceived benefits and disadvantages of both learning techniques as well as the importance of various classroom design features. To determine the significance of the variations in opinions between teachers and students on the survey responses, descriptive statistical analyses using the mean score and Mann–Whitney U-test were carried out. The results of the Mann–Whitney U-test on the advantages of traditional learning showed that the following variables significantly varied: ‘direct information from the teacher’; ‘timesaving (group discussion may waste time)’ and ‘allow more time for Q&A’. These advantages were generally rated higher from the viewpoint of students rather than teachers. However, no significant difference was established concerning the limitations of traditional learning. The findings of this study can help teachers and instructors to understand how different teaching and learning methods affect students’ ability to learn effectively, which can ultimately help institutional policymakers to determine the necessary essential requirements for orchestrating classroom designs to create more conducive teaching and learning environments. The findings also aim to inform policymakers and educational institutions on the impact of pedagogical change on the fundamental design requirements for a flexible classroom environment supportive of students’ active learning, especially in tertiary education. Full article
(This article belongs to the Special Issue Evaluating Education for Sustainable Development (ESD))
28 pages, 1492 KiB  
Article
Towards Digital Transformation of the Validation and Triage Process of Textbooks in the Brazilian Educational Policy
by Álvaro Sobrinho, Ig Ibert Bittencourt, Andressa Carvalho Melo da Silveira, Alan Pedro da Silva, Diego Dermeval, Leonardo Brandão Marques, Nadja Cezar Ianzer Rodrigues, Ana Carolina Silva e Souza, Rafael Ferreira and Seiji Isotani
Sustainability 2023, 15(7), 5861; https://doi.org/10.3390/su15075861 - 28 Mar 2023
Cited by 1 | Viewed by 1732
Abstract
One factor that impacts the quality of Brazilian education is the quality of books and other didactic materials freely distributed throughout the country to public schools, thanks to the Brazilian National Textbook Program. The current evaluation process may take at least two years [...] Read more.
One factor that impacts the quality of Brazilian education is the quality of books and other didactic materials freely distributed throughout the country to public schools, thanks to the Brazilian National Textbook Program. The current evaluation process may take at least two years to complete, involving hundreds of people, and the final result may impact the entire educational system. One of the first activities of the process is to validate and triage the editorial quality attributes of textbooks. However, the validation and triage process needs improvement, considering the gradual expansion of the quantity and variety of materials that currently affect it. This generates risks of reduced quality and timely deliveries. This paper provides a comprehensive critical analysis of the validation and triage process based on the Policy Design Arc framework of Harvard’s Kennedy School of Government. We identified causes that affect the quality of deliveries and the time required to conclude tasks. We also propose a theory of change for digital transformation, defining strategies to address the causes of problems, outputs, outcomes, and impacts. Therefore, we have gradually implemented our theory of change in the validation and triage process. Full article
(This article belongs to the Special Issue Evaluating Education for Sustainable Development (ESD))
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14 pages, 1658 KiB  
Article
Evaluation of Schools of University and Analysis of Obstacle Factors under the Background of High-Quality Development
by Huiping Chen
Sustainability 2023, 15(4), 3754; https://doi.org/10.3390/su15043754 - 17 Feb 2023
Viewed by 1384
Abstract
Currently, promoting the high-quality development (HQD) of higher education is an urgent need of the country, which is the requirement for achieving stable and sustainable development. As the main bodies of the university, the development levels of the schools directly affect universities’ development. [...] Read more.
Currently, promoting the high-quality development (HQD) of higher education is an urgent need of the country, which is the requirement for achieving stable and sustainable development. As the main bodies of the university, the development levels of the schools directly affect universities’ development. To improve universities’ comprehensive strength, this paper proposes an integrated framework for HQD evaluation and obstacle-factor analysis for schools. To address this problem, combining the management by objectives (MBO) constructs an HQD evaluation model of schools of university covering different aspects. Meanwhile, the obstacle diagnosis model is utilized to analyze the main obstacle factors that restrict the improvement of HQD level of the schools. Moreover, taking into account the vagueness and imprecision in real life, index weights and expert weights are determined through the intuitionistic fuzzy set (IFS). Finally, a practical problem was chosen to illustrate the efficiency and applicability of the proposed framework and some suggestions from different perspectives are given according to the analysis of results. Full article
(This article belongs to the Special Issue Evaluating Education for Sustainable Development (ESD))
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22 pages, 2284 KiB  
Article
Unmasking the Action-Oriented ESD Approach to Acting Environmentally Friendly
by Atif Saleem and Philip Saagyum Dare
Sustainability 2023, 15(2), 1675; https://doi.org/10.3390/su15021675 - 15 Jan 2023
Cited by 1 | Viewed by 1799
Abstract
Since the United Nations’ declaration on education for sustainable development (ESD), countries and universities across the globe aim to enhance sustainability consciousness, knowingness, attitude, and behavior among learners. However, there is no consensus on pragmatic approaches to achieving environmental sustainability. The ESD action-oriented [...] Read more.
Since the United Nations’ declaration on education for sustainable development (ESD), countries and universities across the globe aim to enhance sustainability consciousness, knowingness, attitude, and behavior among learners. However, there is no consensus on pragmatic approaches to achieving environmental sustainability. The ESD action-oriented approach unmasks the complexities of sustainable development and develops learners’ action competence to act environmentally friendly. The present research measures the action competence outcomes of learners’ sustainability consciousness in Malaysian universities through the ESD action-oriented framework, which comprised five components: action-taking, student leadership, peer interaction, community involvement, and interdisciplinarity. A survey was carried out to examine the perception of 975 students and 458 faculty members. The findings revealed that the ESD action-based pedagogy is implemented and practiced as a key strategy in teaching methods to prepare students to understand and respond to the changing world and drive sustainable development in Malaysia. Moreover, action-based ESD demonstrated the potential to be successful. Although the classroom teaching and learning practices in Malaysian universities benefit greatly from the adoption of the ESD action approach, the action-taking and interdisciplinarity components of the action-oriented framework are shown to contribute to sustainability consciousness. The present study offered a new insight for sustainability practitioners and stakeholders on the action-oriented ESD approach to sustainability consciousness and how it can promote the action competence of learners. Full article
(This article belongs to the Special Issue Evaluating Education for Sustainable Development (ESD))
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24 pages, 4356 KiB  
Article
Comprehensive Evaluation of Sustainable Development of Entrepreneurship Education in Chinese Universities Using Entropy–TOPSIS Method
by Xu Cai, Lei Zhao, Xuchen Bai, Zihan Yang, Yujia Jiang, Peng Wang and Zhaoxin Huang
Sustainability 2022, 14(22), 14772; https://doi.org/10.3390/su142214772 - 09 Nov 2022
Cited by 1 | Viewed by 1599
Abstract
A comprehensive evaluation is important for the sustainable development of entrepreneurship education in colleges and universities. Specifically, evaluating entrepreneurship education in colleges and universities from the perspective of teachers, as stakeholders of entrepreneurship education in colleges and universities, can provide a basis for [...] Read more.
A comprehensive evaluation is important for the sustainable development of entrepreneurship education in colleges and universities. Specifically, evaluating entrepreneurship education in colleges and universities from the perspective of teachers, as stakeholders of entrepreneurship education in colleges and universities, can provide a basis for decision making to improve the quality of entrepreneurship education. Using the improved entropy–TOPSIS method, this study selects 35 indicators from five aspects, namely, curriculum systems, organizational leadership, faculty construction, teaching management, and an institutional guarantee, to establish a sustainable and comprehensive evaluation framework for entrepreneurship education in colleges and universities. Survey data from a questionnaire of college teachers in 11 provinces (cities) in China’s Yangtze River economic zone are used. The objective is to propose a framework that enables a comprehensive evaluation of the sustainability of entrepreneurship education and to develop a new evaluation method that highlights the challenges in evaluating the sustainability of entrepreneurship education, including the selection and effective measurement of the evaluation criteria. The study provides a scientific basis and support for decision making on the optimal reform of entrepreneurship education, faculty allocation, and education methods in Chinese universities and contributes to the realization of the goal of sustainable development of entrepreneurship education in universities. Full article
(This article belongs to the Special Issue Evaluating Education for Sustainable Development (ESD))
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Review

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13 pages, 278 KiB  
Review
Sustainability of Evaluation: The Origin and Development of Value-Added Evaluation from the Global Perspective
by Xiaopeng Wu, Tianshu Xu and Jincheng Zhou
Sustainability 2022, 14(23), 15867; https://doi.org/10.3390/su142315867 - 29 Nov 2022
Viewed by 1775
Abstract
Education evaluation plays a key role in promoting education development. The sustainable concept of evaluation provides the basis for the sustainable development of education. Value-added evaluation makes up for the shortcomings of traditional evaluation that only focuses on the results. It takes the [...] Read more.
Education evaluation plays a key role in promoting education development. The sustainable concept of evaluation provides the basis for the sustainable development of education. Value-added evaluation makes up for the shortcomings of traditional evaluation that only focuses on the results. It takes the development of students and teachers and the improvement of the education system as the main variables of evaluation, providing a basis for the sustainable development of students. This study summarizes the origin and development of value-added evaluation, including its theoretical basis, value orientation, evaluation content and typical cases, and attempts to gain a deeper understanding of it through multiple evaluation methods. The research shows that the value-added evaluation showed a trend of more diversified evaluation indicators, diagnostic evaluation results, and emphasis on longitudinal analysis; value-added evaluation is based on the relative increase in value and emphasizes the “net increment” of students’ learning achievements; the content of value-added evaluation focuses on students’ academic achievements and teacher effect; the evaluation methods mainly include direct evaluation method, indirect investigation method and multivariate and hierarchical statistical method. This research has carried out a comprehensive analysis and interpretation of value-added evaluation to ensure the deep understanding and rational application of it. Full article
(This article belongs to the Special Issue Evaluating Education for Sustainable Development (ESD))
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