Learning For Sustainability – A Paradigm Shift Of Curriculum?

Author(s):

Ulla Lindqvist(presenting / submitting)

Conference:

ECER 2017

Network:

03. Curriculum Innovation

Format:

Paper

Session Information

03 SES 03 B, Curriculum & Citizenship and Sustainability

Paper Session

Time:

2017-08-22

17:15-18:45

Room:

K3.06

Chair:

Majella Dempsey

Contribution

Topic

The main focus of this presentation is Education for sustainable development (ESD). It will be discussed from two overall perspectives: the role of education to contribute to sustainability, and the reverse, sustainable development that improves education; and, what are the implications of curriculum? It will be illustrated by experiences from a study on school practice in the forefront that I conducted in 2014 on students learning for sustainable development at four upper secondary schools in Sweden (Lindqvist 2014). It was part of a UNESCO project on ESD and quality education. The study has subsequently been developed with primary and secondary education by the same method. Based on outcomes from the study and theory about alternative ways of thinking and talking about concepts of knowledge and competences I will point at some didactical aspects that might better support ESD pedagogy from a more holistic point of view than at present.

Questions

The overall question of this presentation is: Learning for sustainability – a paradigm shift of curriculum? The school study on ESD implementation mentioned above was based on five essential questions:

How can ESD update and improve educational purposes and outcomes? How can ESD help to improve and enrich school curriculum development? How can ESD guide students to have the knowledge, skills and values to care for and solve the sustainable development issues that will arise in their lifetime? How can ESD promote innovation in the teaching–learning conceptual framework? And finally, how can ESD help strengthen the partnerships between schools and other stakeholders, including the surrounding community?

Conceptual framework

Sustainable development is an overarching paradigm of the United Nations. It is a paradigm for thinking about a future in which environmental, social and economic considerations are balanced. The paradigm is used to address a number of interrelated challenges, such as povertry reduction, environmental protection, social justice and education for all. Education is regarded as essential to sustainable development and as a key-concept with the potential to transform education patterns of today. (UNESCO 2012a). ESD is underpinned by principals that support i.e. sustainable living, democracy and human well-being, and it is addressing sustainable production and consumptions patterns.

The UN Decade for ESD (DESD 2005-2014) (UNESCO 2012b) was part of the background and framework of the school study, as well as ongoing discussions on the global post-2015 agenda and the UN Sustainable Development Goals. DESD was aiming at integrating principles and practices of sustainable development into all aspects of education and learning. Tilbury (UNESCO 2011) concluded that although there is an abundance of information available about objectives and outcomes of projects, there is a noticeable lack of data how they are achieved. More research is therefore needed that focus on actual experiences. The final review of the DESD in 2014 emphazised that ”more than ever, this is the time when education can – and must – play a decisive role in providing learners with the knowledge, skills and values to discover solutions to today ́s sustainability challenges.” The review also concluded that a solid foundation has been laid for ESD, but considerable challenges remain. ESD implementation requires enhanced capacities among policy-makers, curriculum developers, school-leaders and above all, teachers (UNESCO 2014).

Since sustainability issues to a high degree are characterized by complexity, uncertainty and systemic interconnection, pedagogical approaches are needed that facilitate ESD. Participatory teaching and learning methods and collaborative ways of working are essential. Creativity, as well as analytical and problem solving skills will be required by today´s students to face the challenges of our time and the future. (Unesco 2011).

Method

Method I used a phenomenographic approach with standardised open interview questions in the school study. The five questions, presented above (see Questions), were broad to capture the breath of ESD. The questions´ relevance and usefulness were ensured by high-ranking ministry of education officials in five countries (Canada, China, Finland, Latvia and Scotland) in contact with the Chair of the UNESCO project. Interviews with principals, teachers and students were carried out, as well as class observations and documentation. The interviews were recorded and transcribed, and together with other material from the school visits they formed the basis of the analysis. The science program, social science program and arts program were included. ESD was the fundamental principle at two schools. At two other schools it was concentrated mainly to a few programs. There had been a longterm development and integration during a period of 5-10 years in three schools, in the fourth school during a shorter time. The discussion on didactics and curriculum issues connected to the school practice is based on review of literature and articles.

Expected Outcomes

Findings The answers to the five questions above contributed collectively to a more holistic picture on how the students learned to combine knowledge from different fields, to collaborate and to deal with complexity, and how they got opportunities to develop a holistic thinking and competence to act with self-confidence. The study also indicated that the students learning for sustainable development was supported by an overall, holistic pattern of strategies that interacted and collectively provided conditions for an active and engaged learning for sustainability and global issues. These were percieved as real and important. The students developed a holistic approach through contents including ecological, economic and social aspects, that derived from different areas of knowledge. Active and flexibel working practices were used, and the broad concept of knowledge, skills and attitudes were constantly interacting and evolving. The students got the opportunities to develop a competence to act and to do so with self-confidence. Although studies and outcomes on ESD are not enough to constitute a sufficient basis for answering the question: ”Learning for Sustainability – a paradigm shift of curriculum?” there are interesting signs pointing at that direction. In my presentation I will highlight examples of concequences for the curriculum. However, more research and experiences are needed to clarify the picture.

References

References Carlgren I. (2015). Kunskapskulturer och undervisningspratiker (Knowledge cultures and teaching practicies.) Daidalos. Laurie R. et al. (2016). Contributions of Education for Sustainable Development (ESD) to Quality Education: A Synthesis of Research. Research. SAGE Publications. Vol 10(2): 1-17. Lindqvist U. (2014). Future challenges! Education for sustainable development. What do students need, and, what do they gain? Report. Sterling, S. (2004). The Ecological and Environmental Dimensions of the Holistic Curriculum. In Encyclopaedia of Life Support Systems (Theme 6.6.1 Education for Sustainability), EOLSS Publishers, UNESCO. Tilbury, D. (2011). Education for sustainable development: An expert review of processes and learning. Paris: UNESCO. UNESCO (2012a). The education for sustainable development sourcebook. Education for Sustainable Development in Action, Learning and Training Tool. No. 4. Paris: UNESCO UNESCO (2012b). Shaping the education of tomorrow: 2012 report on the UN Decade of Education for Sustainable Education (Abridged). UNESCO (2014). Roadmap for implementing the global action programme on education for sustainable development. Paris: UNESCO. United Nations (UN) (2015). Sustainable development goals.

Author Information

Ulla Lindqvist (presenting / submitting)

Intellectum

Norrtälje

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