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World Trends in Education for Sustainable Development


Edited By Walter Leal Filho

It is widely acknowledged that sustainable development is a long-term goal, which both individuals and institutions (and countries!) need to pursue. This important theme is characterized by an intrinsic complexity, since it encompasses ecological or environmental considerations on the one hand, and economic matters, social influences and political frameworks on the other. This makes provisions in respect of education for sustainable development a particularly challenging task, but one which is feasible and achievable, provided the right elements are put into place. This book is an attempt to foster the cause of education for sustainable development, by documenting and disseminating experiences from different parts of the world, where learning for, about and through the principles of sustainability is taking place, in various sets and contexts, in both industrialized and developing nations. A special feature of this book is that it not only presents a wide range of philosophies, approaches, methods and analyses with respect to education for sustainable development across the world, but also documents and disseminates concrete case studies, which show how education for sustainable development may be realized in practice.


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Thematic Index


accountancy professional bodies 149– 72 accounting education 149–72 accounting profession 149–72 action planning 39–60 anthropology 349–72 applications 11–29 architectural education 311–27 art 373–85 auditing 251–63 awareness-raising 349–72 biodiversity 373–85 bioenergy 197–218 campus landscape 235–49 case study 281–93 climate 39–60 communication 197–218 communities of practice 407–24 community engagement 39–60 consultation 39–60 content-based instruction 349–72 Costa Rica 373–85 curriculum 349–72 curriculum reform 311–27 design process 265–79 education 127–48, 197–218, 387–405 education for sustainability 77–104, 219–34 education for sustainable development 115–25, 329–47 employability 185–96 energy 197–218 engineering education 185–96 environmental education 61–75, 115– 25, 329–47, 349–72, 425–40 environmental evaluation 281–93 environmental impact 197–218 environmental issues 31–38 epistemology 77–104 ethics 219–34 experiential course 373–85 experiential learning 235–49 French 349–72 genomics 197–218 geocahe 235–49 global citizenship 219–34 green clothing 265–79 green label 265–79 hegemony 311–27 higher education 11–29, 61–75, 251– 63 higher education institution 185–96 ideology 77–104, 311–27 industrial engineers educators 173–84 infuse 425–40 institutional incentives 295–309 institutional motivation 295–309 institutional recognition 295–309 integrated education 105–13 inter- and transdisciplinary 281–93 interdisciplinary 61–75 internationalization 11–29 Thematic Index 462 learning-beyond-academics 185–96 liberal arts 373–85 linguistics 349–72 living-learning community 387...

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