Manuscript proposals: [email protected] / 0745 204 115 //// Tracking orders Individuals / Sales: 0745 200 357 / Orders Legal entities: 0721 722 783
EN 
Romana
6359.png "Editura Universitară")
Sustainable development of education. Practical applications
![Sustainable development of education. Practical applications [1]](https://gomagcdn.ro/domains/editurauniversitara.ro/files/product/original/dezvoltarea-durabila-a-educatiei-aplicatii-practice-180197.jpg "Sustainable development of education. Practical applications [1]")
![Sustainable development of education. Practical applications [2]](https://gomagcdn.ro/domains/editurauniversitara.ro/files/product/original/dezvoltarea-durabila-a-educatiei-aplicatii-practice-269620.jpg "Sustainable development of education. Practical applications [2]")
![Sustainable development of education. Practical applications [0]](https://gomagcdn.ro/domains/editurauniversitara.ro/files/product/medium/dezvoltarea-durabila-a-educatiei-aplicatii-practice-180197.jpg "Sustainable development of education. Practical applications [0]")
![Sustainable development of education. Practical applications [1]](https://gomagcdn.ro/domains/editurauniversitara.ro/files/product/medium/dezvoltarea-durabila-a-educatiei-aplicatii-practice-269620.jpg "Sustainable development of education. Practical applications [1]")
Publisher: Editura Universitară
Author: Cristina Tripon
Edition: I
Pages: 208
Publisher year: 2024
ISBN: 978-606-28-1825-8
DOI: 10.5682/9786062818258
Product Code:
9786062818258
Do you need help?
0745 200 357
- Authors
- Content
- More details
- Reviews (0)
ARGUMENT/9
THE COMPLEXITY OF TEACHING/11
DIMENSIONS OF EFFECTIVE SUSTAINABLE TEACHING/11
1. UNDERSTANDING THE CONTENT TEACHED AND HOW IT CAN BE LEARNED BY STUDENTS/13
2. CREATING A SUPPORTIVE LEARNING ENVIRONMENT/16
3. MAXIMIZING LEARNING OPPORTUNITIES/18
4. ACTIVATING STUDENT THINKING/19
BIBLIOGRAPHY/26
THE ROLE OF SCHOOL IN THE DEVELOPMENT OF SUSTAINABLE EDUCATION/30
LEARNING ACTIVITIES AND PROPOSED TOOLS GENERAL DESCRIPTION/34
INTRODUCTORY MODULES/36
MODULE 1.1 EXPLORING GLOBAL REALITIES/36
ACTIVITY 1.1.1 BEYOND NEWS LETTERS FROM THE FUTURE/38
ACTIVITY 1.1.2 EXPLORING CONNECTIONS /40
ACTIVITY 1.1.3 PARTICIPATING IN CHANGE /41
ASSESSMENT ELEMENTS OF MODULE 1.1/43
MODULE 1.2 WHAT IS SUSTAINABLE DEVELOPMENT?/45
ACTIVITY 1.2.1 WHAT IS SUSTAINABLE DEVELOPMENT?/46
ACTIVITY 1.2.2 DIMENSIONS OF SUSTAINABLE DEVELOPMENT/47
ACTIVITY 1.2.3 DIFFERENT DEFINITIONS AND VALUES /49
ACTIVITY 1.2.4 MILLENNIUM DEVELOPMENT GOALS/51
2.INTEGRATED MODULES/58
MODULE 2.1.SCHOOL AS A MICROSOCIETY/58
ACTIVITY 2.1.1 MY COMMUNITY/59
ACTIVITY 2.2.2 ACTIVE CITIZENSHIP IN SCHOOLS/60
ACTIVITY 2.1.3 ACTIVATING LOCALLY ACTIVATING GLOBALLY/62
MODULE 2.2 HEALTH EDUCATION/64
ACTIVITY 2.2.1 THE NEW PUBLIC HEALTH/64
ACTIVITY 2.2.2 MADLEN'S FARM THE HOLISTIC PERSPECTIVE ON
HEALTH/66
ACTIVITY 2.2.3 A HOLISTIC APPROACH TO HEALTH EDUCATION/67
ACTIVITY 2.2.4 THE SCHOOL FOR PROMOTING HEALTH/69
MODULE 2.3 POPULATION AND DEVELOPMENT/76
ACTIVITY 2.3.1 GLOBAL POPULATION PATTERNS AND TRENDS/76
ACTIVITY 2.3.2 UNDERSTANDING POPULATION GROWTH RATES/77
ACTIVITY 2.3.3. POPULATION AND SUSTAINABLE DEVELOPMENT/78
ACTIVITY 2.3.4 NEW UNDERSTANDING OF POPULATION AND DEVELOPMENT/81
ACTIVITY 2.3.5 SOCIAL DEVELOPMENT AND HUMAN RIGHTS/83
MODULE 2.4. CONSUMER EDUCATION/98
ACTIVITY 2.4.1 KEY CONCEPTS/99
ACTIVITY 2.4.2 PARADOXES AND IMPACT OF CONSUMPTION/102
ACTIVITY 2.4.3 DRIVING FORCES OF CONSUMPTION GROWTH/105
ACTIVITY 2.4.4 ECOLOGICAL FOOTPRINTS/108
ACTIVITY 2.4.5 WHAT IS SUSTAINABLE CONSUMPTION?/110
MODULE 2.5. SUSTAINABLE COMMUNITIES/120
ACTIVITY 2.5.1 URBAN TRANSFORMATION/121
ACTIVITY 2.5.2 LOCAL SOLUTIONS TO GLOBAL PROBLEMS/122
ACTIVITY 2.5.3 APPROACHES TO SUSTAINABLE COMMUNITIES/125
MODULE 2.6 SUSTAINABLE AGRICULTURE/127
ACTIVITY 2.6.1 WHAT IS SUSTAINABLE AGRICULTURE?/128
ACTIVITY 2.6.2 MAKING CONNECTIONS/130
ACTIVITY 2.6.3 CASE STUDIES ON SUSTAINABLE AGRICULTURE/132
ACTIVITY 2.6.4 PRACTICAL SUSTAINABLE AGRICULTURE/133
MODULE 2.7 GLOBAL HUNGER/137
ACTIVITY 2.7.1 WORLD HUNGER AND MALNUTRITION/138
ACTIVITY 2.7.2 UNDERLYING CAUSES OF HUNGER/139
ACTIVITY 2.7.3 FUNDAMENTAL PRINCIPLES OF FOOD/140
ACTIVITY 2.7.4 TOWARDS FOOD SECURITY FOR ALL/142
MODULE 2.8 SUSTAINABLE TOURISM/148
ACTIVITY 2.8.1 GROWTH OF TOURISM/149
ACTIVITY 2.8.2 BENEFITS AND PROBLEMS OF MASS TOURISM/151
ACTIVITY 2.8.3 BENEFITS AND PROBLEMS OF ECOTOURISM/155
ACTIVITY 2.8.4 INFORMED TRAVELER /158
3. OPEN MODULES/161
MODULE 3.1. SUSTAINABLE SCHOOLS /161
ACTIVITY 3.1.1 SCHOOLS FOR A SUSTAINABLE FUTURE/162
ACTIVITY 3.1.2 CHALLENGING A WHOLE SCHOOL/164
MODULE 3.2. FUTURE EDUCATION/166
ACTIVITY 3.2.1 EDUCATION FOR THE FUTURE IS IT NECESSARY?/167
ACTIVITY 3.2.2 ALTERNATIVES TO THE FUTURE/169
ACTIVITY 3.2.3 ANALYZING THE FUTURE/170
CONTINUOUS EVALUATION/180
ESSENTIAL ELEMENTS OF THE FORMATIVE EVALUATION PROCESS (CONTINUOUS)/180
WHAT IS FORMATIVE EVALUATION?/180
HOW DOES THE THEORY OF LEARNING OBJECTIVES GUIDE THE FORMATIVE EVALUATION PROCESS?/181
HOW DOES THE FORMATIVE EVALUATION PROCESS INFLUENCE STUDENT LEARNING AND OUTCOMES?/182
EFFECTS ON TEACHER QUALITY/183
EFFECTS ON STUDENT LEARNING/184
WHAT COMMON MISCONCEPTIONS MAY TEACHERS HAVE ABOUT FORMATIVE ASSESSMENT?/184
WHAT IS THE LINK BETWEEN FORMATIVE ASSESSMENT AND MOTIVATION?/185
HOW CAN YOU RECOGNIZE THE FORMATIVE ASSESSMENT PROCESS IN THE CLASSROOM?/187
FORMATIVE ASSESSMENT METHODS AND STRATEGIES/188
More Effective Questioning/188
Ad hoc Appealing/189
Explaining Evidential Reasoning/195
The Golden Question: “What Makes You Say That?”/195
Reverse Questions/196
Contextual Prompting/197
Checking with Others/197
Response Strategies/201
Side Questioning/201
Reviewing/202
Suggestive Cues/202
Clues/203
Approaching interruptions/203
REFLECTION ON THE ESSENTIAL ELEMENTS OF THE FORMATIVE EVALUATION PROCESS/205
THE COMPLEXITY OF TEACHING/11
DIMENSIONS OF EFFECTIVE SUSTAINABLE TEACHING/11
1. UNDERSTANDING THE CONTENT TEACHED AND HOW IT CAN BE LEARNED BY STUDENTS/13
2. CREATING A SUPPORTIVE LEARNING ENVIRONMENT/16
3. MAXIMIZING LEARNING OPPORTUNITIES/18
4. ACTIVATING STUDENT THINKING/19
BIBLIOGRAPHY/26
THE ROLE OF SCHOOL IN THE DEVELOPMENT OF SUSTAINABLE EDUCATION/30
LEARNING ACTIVITIES AND PROPOSED TOOLS GENERAL DESCRIPTION/34
INTRODUCTORY MODULES/36
MODULE 1.1 EXPLORING GLOBAL REALITIES/36
ACTIVITY 1.1.1 BEYOND NEWS LETTERS FROM THE FUTURE/38
ACTIVITY 1.1.2 EXPLORING CONNECTIONS /40
ACTIVITY 1.1.3 PARTICIPATING IN CHANGE /41
ASSESSMENT ELEMENTS OF MODULE 1.1/43
MODULE 1.2 WHAT IS SUSTAINABLE DEVELOPMENT?/45
ACTIVITY 1.2.1 WHAT IS SUSTAINABLE DEVELOPMENT?/46
ACTIVITY 1.2.2 DIMENSIONS OF SUSTAINABLE DEVELOPMENT/47
ACTIVITY 1.2.3 DIFFERENT DEFINITIONS AND VALUES /49
ACTIVITY 1.2.4 MILLENNIUM DEVELOPMENT GOALS/51
2.INTEGRATED MODULES/58
MODULE 2.1.SCHOOL AS A MICROSOCIETY/58
ACTIVITY 2.1.1 MY COMMUNITY/59
ACTIVITY 2.2.2 ACTIVE CITIZENSHIP IN SCHOOLS/60
ACTIVITY 2.1.3 ACTIVATING LOCALLY ACTIVATING GLOBALLY/62
MODULE 2.2 HEALTH EDUCATION/64
ACTIVITY 2.2.1 THE NEW PUBLIC HEALTH/64
ACTIVITY 2.2.2 MADLEN'S FARM THE HOLISTIC PERSPECTIVE ON
HEALTH/66
ACTIVITY 2.2.3 A HOLISTIC APPROACH TO HEALTH EDUCATION/67
ACTIVITY 2.2.4 THE SCHOOL FOR PROMOTING HEALTH/69
MODULE 2.3 POPULATION AND DEVELOPMENT/76
ACTIVITY 2.3.1 GLOBAL POPULATION PATTERNS AND TRENDS/76
ACTIVITY 2.3.2 UNDERSTANDING POPULATION GROWTH RATES/77
ACTIVITY 2.3.3. POPULATION AND SUSTAINABLE DEVELOPMENT/78
ACTIVITY 2.3.4 NEW UNDERSTANDING OF POPULATION AND DEVELOPMENT/81
ACTIVITY 2.3.5 SOCIAL DEVELOPMENT AND HUMAN RIGHTS/83
MODULE 2.4. CONSUMER EDUCATION/98
ACTIVITY 2.4.1 KEY CONCEPTS/99
ACTIVITY 2.4.2 PARADOXES AND IMPACT OF CONSUMPTION/102
ACTIVITY 2.4.3 DRIVING FORCES OF CONSUMPTION GROWTH/105
ACTIVITY 2.4.4 ECOLOGICAL FOOTPRINTS/108
ACTIVITY 2.4.5 WHAT IS SUSTAINABLE CONSUMPTION?/110
MODULE 2.5. SUSTAINABLE COMMUNITIES/120
ACTIVITY 2.5.1 URBAN TRANSFORMATION/121
ACTIVITY 2.5.2 LOCAL SOLUTIONS TO GLOBAL PROBLEMS/122
ACTIVITY 2.5.3 APPROACHES TO SUSTAINABLE COMMUNITIES/125
MODULE 2.6 SUSTAINABLE AGRICULTURE/127
ACTIVITY 2.6.1 WHAT IS SUSTAINABLE AGRICULTURE?/128
ACTIVITY 2.6.2 MAKING CONNECTIONS/130
ACTIVITY 2.6.3 CASE STUDIES ON SUSTAINABLE AGRICULTURE/132
ACTIVITY 2.6.4 PRACTICAL SUSTAINABLE AGRICULTURE/133
MODULE 2.7 GLOBAL HUNGER/137
ACTIVITY 2.7.1 WORLD HUNGER AND MALNUTRITION/138
ACTIVITY 2.7.2 UNDERLYING CAUSES OF HUNGER/139
ACTIVITY 2.7.3 FUNDAMENTAL PRINCIPLES OF FOOD/140
ACTIVITY 2.7.4 TOWARDS FOOD SECURITY FOR ALL/142
MODULE 2.8 SUSTAINABLE TOURISM/148
ACTIVITY 2.8.1 GROWTH OF TOURISM/149
ACTIVITY 2.8.2 BENEFITS AND PROBLEMS OF MASS TOURISM/151
ACTIVITY 2.8.3 BENEFITS AND PROBLEMS OF ECOTOURISM/155
ACTIVITY 2.8.4 INFORMED TRAVELER /158
3. OPEN MODULES/161
MODULE 3.1. SUSTAINABLE SCHOOLS /161
ACTIVITY 3.1.1 SCHOOLS FOR A SUSTAINABLE FUTURE/162
ACTIVITY 3.1.2 CHALLENGING A WHOLE SCHOOL/164
MODULE 3.2. FUTURE EDUCATION/166
ACTIVITY 3.2.1 EDUCATION FOR THE FUTURE IS IT NECESSARY?/167
ACTIVITY 3.2.2 ALTERNATIVES TO THE FUTURE/169
ACTIVITY 3.2.3 ANALYZING THE FUTURE/170
CONTINUOUS EVALUATION/180
ESSENTIAL ELEMENTS OF THE FORMATIVE EVALUATION PROCESS (CONTINUOUS)/180
WHAT IS FORMATIVE EVALUATION?/180
HOW DOES THE THEORY OF LEARNING OBJECTIVES GUIDE THE FORMATIVE EVALUATION PROCESS?/181
HOW DOES THE FORMATIVE EVALUATION PROCESS INFLUENCE STUDENT LEARNING AND OUTCOMES?/182
EFFECTS ON TEACHER QUALITY/183
EFFECTS ON STUDENT LEARNING/184
WHAT COMMON MISCONCEPTIONS MAY TEACHERS HAVE ABOUT FORMATIVE ASSESSMENT?/184
WHAT IS THE LINK BETWEEN FORMATIVE ASSESSMENT AND MOTIVATION?/185
HOW CAN YOU RECOGNIZE THE FORMATIVE ASSESSMENT PROCESS IN THE CLASSROOM?/187
FORMATIVE ASSESSMENT METHODS AND STRATEGIES/188
More Effective Questioning/188
Ad hoc Appealing/189
Explaining Evidential Reasoning/195
The Golden Question: “What Makes You Say That?”/195
Reverse Questions/196
Contextual Prompting/197
Checking with Others/197
Response Strategies/201
Side Questioning/201
Reviewing/202
Suggestive Cues/202
Clues/203
Approaching interruptions/203
REFLECTION ON THE ESSENTIAL ELEMENTS OF THE FORMATIVE EVALUATION PROCESS/205
Achieving a sustainable future for our planet and society is a huge challenge for all walks of life, especially since education plays a crucial role in developing the next generation – the knowledge, skills and values needed to build a more sustainable world. However, integrating sustainability into teaching, learning and assessment practices requires a fundamental shift in educational paradigms. Traditional education has often focused on delivering subject-specific knowledge and assessing learning. In contrast, education for sustainable development (EDD) calls for a more holistic, learner-centred approach that develops systemic thinking, problem-solving skills and a spirit of initiative to address complex sustainability challenges. EDD also emphasizes the importance of connecting theory to practice, collaboration across disciplines, and involvement in local and global communities (to analyze in more detail the elements of sustainable development and its objectives, you can consult the book Sustainable Development through the STEM Approach to Education and 21st Century Skills published by the same publishing house).
This book provides a comprehensive guide for teachers at all levels on how to integrate sustainability into curriculum design, instructional methods, and assessment strategies. Drawing on the latest research and best practices, the book explores:
o Key competencies and learning outcomes for sustainability education,
o Innovative teaching and learning approaches that foster active, experiential, and transformative learning,
o Assessment methods that align with sustainability learning objectives,
o Challenges and opportunities in implementing education for sustainable development in diverse cultural contexts.
In a changing world, sustainable learning is becoming an imperative necessity to prepare young people to face global challenges such as climate change, social inequalities, and economic crises. This book provides a comprehensive approach to effective teaching, integrating fundamental pedagogical principles with practical applications for sustainable learning and continuous assessment.
Teaching for Sustainable Learning is an educational concept that aims to equip students not only with academic knowledge, but also with the skills and values needed to live responsibly and sustainably in contemporary society. It involves an integrated approach to the curriculum, where environmental, social equity and sustainable economy themes are woven into various subjects. Through interactive and participatory methods, such as group projects, case studies and experiential learning, students are encouraged to think critically, collaborate and find innovative solutions to real-world problems. Thus, teaching for sustainable learning forms informed and engaged citizens, able to actively contribute to the development of a sustainable and equitable society.
By exploring best practices in education, the book aims to provide educators, trainers and leaders in education with the necessary tools to create a learning environment that not only informs, but also inspires and motivates students to become agents of change.
The work is structured in three main parts, each addressing an essential aspect of sustainable education:
🎯 Clear and progressive structuring – allows the content to be divided into small and well-defined units, facilitating understanding and retention for applicability.
🎯 Flexibility and adaptability – each module can be updated independently, allowing for the rapid integration of new trends and technologies in the field of sustainable development.
🎯 Learning personalization – users can choose the modules relevant to their specific needs, which allows them to learn at their own pace and focus on topics of interest.
🎯 Interdisciplinarity and holistic approach – sustainable development involves various fields (ecology, economy, technology, society), and the organization into modules allows the integration of these perspectives in a coherent way.
🎯 Facilitation of active learning – modules can include interactive elements, case studies, practical exercises and simulations, which improves the learning process and their applicability.
🎯 Effective monitoring and evaluation – dividing into modules allows for easier assessment of progress, for both learners and instructors, offering the possibility of adjusting teaching methods.
🎯 Increased accessibility – the modular organization is ideal for online platforms, allowing users to access content anytime and anywhere.
🎯 Stimulating collaboration – modules can include group projects and interactive activities, encouraging the exchange of ideas and collaboration between participants.
🎯 Solution-oriented learning – Each module can address specific challenges of sustainable development and propose solutions that can be applied in practice.
🎯 Scalability – the modular system can be easily expanded by adding new modules according to the continuous evolution of the field of sustainable development and the needs of users.
3. Continuous assessment: the last section focuses on the importance of continuous assessment in the educational process. The book proposes formative assessment methods that encourage constructive feedback and self-reflection, thus allowing students to monitor their progress and develop their critical thinking skills. Readers will learn how to use assessment as a learning tool, not just as a means of measuring performance.
The book promotes interdisciplinary approaches that help students understand the complexity of sustainable development issues. This allows them to make connections between different fields of study, thus preparing them to address global challenges from multiple perspectives.
This book provides a comprehensive guide for teachers at all levels on how to integrate sustainability into curriculum design, instructional methods, and assessment strategies. Drawing on the latest research and best practices, the book explores:
o Key competencies and learning outcomes for sustainability education,
o Innovative teaching and learning approaches that foster active, experiential, and transformative learning,
o Assessment methods that align with sustainability learning objectives,
o Challenges and opportunities in implementing education for sustainable development in diverse cultural contexts.
In a changing world, sustainable learning is becoming an imperative necessity to prepare young people to face global challenges such as climate change, social inequalities, and economic crises. This book provides a comprehensive approach to effective teaching, integrating fundamental pedagogical principles with practical applications for sustainable learning and continuous assessment.
Teaching for Sustainable Learning is an educational concept that aims to equip students not only with academic knowledge, but also with the skills and values needed to live responsibly and sustainably in contemporary society. It involves an integrated approach to the curriculum, where environmental, social equity and sustainable economy themes are woven into various subjects. Through interactive and participatory methods, such as group projects, case studies and experiential learning, students are encouraged to think critically, collaborate and find innovative solutions to real-world problems. Thus, teaching for sustainable learning forms informed and engaged citizens, able to actively contribute to the development of a sustainable and equitable society.
By exploring best practices in education, the book aims to provide educators, trainers and leaders in education with the necessary tools to create a learning environment that not only informs, but also inspires and motivates students to become agents of change.
The work is structured in three main parts, each addressing an essential aspect of sustainable education:
🎯 Clear and progressive structuring – allows the content to be divided into small and well-defined units, facilitating understanding and retention for applicability.
🎯 Flexibility and adaptability – each module can be updated independently, allowing for the rapid integration of new trends and technologies in the field of sustainable development.
🎯 Learning personalization – users can choose the modules relevant to their specific needs, which allows them to learn at their own pace and focus on topics of interest.
🎯 Interdisciplinarity and holistic approach – sustainable development involves various fields (ecology, economy, technology, society), and the organization into modules allows the integration of these perspectives in a coherent way.
🎯 Facilitation of active learning – modules can include interactive elements, case studies, practical exercises and simulations, which improves the learning process and their applicability.
🎯 Effective monitoring and evaluation – dividing into modules allows for easier assessment of progress, for both learners and instructors, offering the possibility of adjusting teaching methods.
🎯 Increased accessibility – the modular organization is ideal for online platforms, allowing users to access content anytime and anywhere.
🎯 Stimulating collaboration – modules can include group projects and interactive activities, encouraging the exchange of ideas and collaboration between participants.
🎯 Solution-oriented learning – Each module can address specific challenges of sustainable development and propose solutions that can be applied in practice.
🎯 Scalability – the modular system can be easily expanded by adding new modules according to the continuous evolution of the field of sustainable development and the needs of users.
3. Continuous assessment: the last section focuses on the importance of continuous assessment in the educational process. The book proposes formative assessment methods that encourage constructive feedback and self-reflection, thus allowing students to monitor their progress and develop their critical thinking skills. Readers will learn how to use assessment as a learning tool, not just as a means of measuring performance.
The book promotes interdisciplinary approaches that help students understand the complexity of sustainable development issues. This allows them to make connections between different fields of study, thus preparing them to address global challenges from multiple perspectives.
If you want to express your opinion about this product you can add a review.
write a review
Similar products
Activity projects and didactic scenarios. Preschool education
Didactics of mathematics for primary education - Iliana Dumitrescu
