Open AccessThe Effectiveness of the Methods and Approaches of ESD for 2030 Sustainable Development Goals; From Analysis of the Questionnaire Survey to the School Teachers
Author(s) -
T. Icihnose
Publication year - 2019
Publication title -
journal of physics. conference series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.21
H-Index - 85
eISSN - 1742-6596
pISSN - 1742-6588
DOI - 10.1088/1742-6596/1417/1/012072
Subject(s) - cooperativeness , curriculum , psychology , education for sustainable development , relevance (law) , perspective (graphical) , cognition , quality (philosophy) , pedagogy , medical education , mathematics education , sustainable development , political science , social psychology , medicine , computer science , philosophy , personality , epistemology , artificial intelligence , neuroscience , law , temperament
ESD is a key element of quality education. Its cross-cutting competencies in cognitive, socio-emotional and behavioural dimensions of learning bear relevance to all areas of education. (UNESCO Executive Board 20 February 2019). This study, the result of four years of research in 279 primary and secondary schools in Japan, reveals that in integrated study periods, and with the engagement of local human resources, an increase of activities across different classrooms and grades are a clear result of enhanced ESD and students’ collaboration, cooperativeness, cooperative attitude, and ability to communicate are interconnected. From a pluralistic perspective of ESD, teaching students to confront tensions and conflicts and tackling issues with no single answer seems to be difficult. Since the ESD curriculum has been constructed through whole-school educational activities in Japan by linking it with other subjects and areas, utilizing integrated study periods, it is important to examine approaches to understanding the effectiveness of a whole-school approach of ESD.