The article is devoted to one of the crucial aspects of sustainable development, with the example of analyzing the possibilities for the development of environmental education in the Russian Federation. The article analyzes the possibilities of the current Russian Federal State Educational Standard for general and higher education in implementing the ideas of education in the interests of sustainable development. The methodological principles and philosophical foundations of environmental education are considered to (...) designate the worldview guideline of ecological thinking. The tasks of the state educational policy of the Russian Federation in the field of environmental education and the implementation of the concept of sustainable development are considered. The article describes the representation of the concept of sustainable development in the state policy of the Russian Federation, in the field of environmental education in the requirements of the Federal State Educational Standard for various subject areas and training courses related to the topic of environmental development in school and university education. The strategic goal of environmental education in Russia is the formation and development of an environmental outlook among students of all ages, which is based on scientific knowledge, environmental culture, and ethics. The continuity, basic principles, and trends of the implementation of environmental education in the Russian Federation are shown. (shrink)

The urgent call by UNESCO to scale up interventions for the achievement of sustainable development goals motivated this study to assess the level and association of teachers' (n =107) and students' (n = 342) knowledge, attitudes, and behaviors (KAB) regarding education for sustainable development, focusing on Pili (Canarium ovatum). This is a subset of a larger project that involves Pili to contextualize learning and instructional materials. The researchers used a descriptive cross-sectional survey approach and distributed (...) a questionnaire through Google Forms. KAB levels were categorized into poor, moderate, and high using descriptive data analysis, and their association with one another was determined by using Pearson's Chi- square. The findings indicated that, although the associations among the KAB of teachers were distinct from those of the students, they both perceived that possessing favorable knowledge and attitudes was insufficient to generate positive behaviors. Thus, the efforts to increase teachers' and students' motivation and involvement and to help them carry out favorable behaviors toward sustainable development were imperative. Given this, identifying the barriers to converting knowledge and attitudes into behaviors and considering the factors that involved the association of KAB in promoting sustainable development, particularly in education, were recommended. (shrink)

Entrepreneurship education with a focus on sustainable development primarily teaches students to develop a profit‐driven mentality. As sustainable development is a value‐oriented and normative concept, the role of individual ethical norms and val‐ ues in entrepreneurial processes has been receiving increased attention. Therefore, this study addresses the role of moral competence in the process of idea generation for sustainable development. A mixed method design was developed in which would‐ be entrepreneurs were subjected to (...) a questionnaire (n = 398) and to real‐life deci‐ sion‐making processes in a case assignment (n = 96). The results provide stepping stones for implementing (moral) competencies in entrepreneurship education as a possible avenue to move away from a sole focus on a profit‐driven mentality. (shrink)

The authors of the scientific monograph have come to the conclusion that ensuring sustainable development and security of economic systems in the new geostrategic realities requires the use of mechanisms for state protection of national economic interests, innovative outsourcing and digital technologies, and environmental protection. Basic research focuses on assessment the economic security of insurance companies, logistics processes, farms, healthcare organisations, retail and e-commerce, and tourist destinations. The research results have been implemented in the different decision-making models in (...) the new geostrategic realities, human resource management, environmental and international security, use of artificial intelligence, and city branding. The results of the study can be used in the developing policies, programmes and strategies for public-private partnerships, post-crisis recovery of Ukraine, and decision-making at the level of ministries and agencies that regulate the processes of managing sustainable development and security. The results can also be used by students and young scientists in the educational process and conducting scientific research on sustainable development and security of economic systems. (shrink)

Entrepreneurship education with a focus on sustainable development primarily teaches students to develop a profit-driven mentality. As sustainable development is a value-oriented and normative concept, the role of individual ethical norms and values in entrepreneurial processes has been receiving increased attention. Therefore, this study addresses the role of moral competence in the process of idea generation for sustainable development. A mixed method design was developed in which would-be entrepreneurs were subjected to a questionnaire (...) (n = 398) and to real-life decision-making processes in a case assignment (n = 96). The results provide stepping stones for implementing (moral) competencies in entrepreneurship education as a possible avenue to move away from a sole focus on a profit-driven mentality. (shrink)

This paper examined managing and improving education for sustaining national income and economic growth rate in Nigeria. It attempts to explore the ways in which education can be effectively managed to lead to an improvement in national income and economic growth rate in Nigeria. Concepts relating to the topic were clearly defined. The meaning of national income, economic growth, and economic growth rate was explained. The importance and determinants of national income were identified and explained. Efforts were made (...) to explain the reasons for the slow national income growth rate in Nigeria as well as the ways to improve the national income growth rate. The role of education in sustaining national income and economic growth rate was shown using literature from other scholars. Conclusions and recommendations were made based on the observations from the study. (shrink)

When dealing with complex value-driven problems such as sustainable development, individuals need to have values and norms that go beyond the appropriation of tangible business outcomes for themselves. This raises the question of the role played by individual moral antecedents in the entrepreneurial process of opportunity recognition for sustainable development. To answer this question, an exploratory empirical research design was used in which 96 would-be entrepreneurs were subjected to real-life decision-making processes in an online environment. The (...) participants were guided through the process of opportunity recognition for sustainable development. Furthermore, they were subjected to several tests linked to individual moral antecedents. The mixed methods design used to analyze the results led to the conclusion that pro-environmental behavior values and moral competencies are important indicators of the ability to recognize opportunities for sustainable development. These results provide useful insights about relating moral antecedents to idea generation for sustainable development and can help researchers, higher education institutes, and sustainable entrepreneurs to further develop the concept of sustainable entrepreneurship and its underlying processes. (shrink)

The authors of the book have come to the conclusion that it is necessary to effectively use modern approaches to developing and implementation strategies of sustainable socio-economic development in order to increase efficiency and competitiveness of economic entities. Basic research focuses on economic diagnostics of socio-economic potential and financial results of economic entities, transition period in the economy of individual countries and ensuring their competitiveness, assessment of educational processes and knowledge management. The research results have been implemented in (...) the different models and strategies of supply and logistics management, development of non-profit organizations, competitiveness of tourism and transport, financing strategies for small and medium-sized enterprises, cross-border cooperation. The results of the study can be used in decision-making at the level the economic entities in different areas of activity and organizational-legal forms of ownership, ministries and departments that promote of development the economic entities on the basis of models and strategies for sustainable socio-economic development. The results can also be used by students and young scientists in modern concepts and mechanisms for management of sustainable socio-economic development of economic entities in the condition of global economic transformations and challenges. (shrink)

Nepal has a diverse ethnic population, some of whom have indigenous knowledge. Their sociocultural knowledge has largely influenced their daily environmental sustainability practices as they highly respect Mother Nature. However, these days, in the name of modernization, people have slowly embraced Western culture and values by adding a disastrous footprint on the earth. They started to ignore the uniqueness of their indigenous knowledge, which prioritizes sustainability. Hence, this paper focuses on viewing indigenous knowledge as ecopreneurship and developing ecopreneurship as an (...) innovative pedagogy for sustainable development. This paper applies action research to intervene in the current pedagogical practice to introduce ecopreneurship as an innovative pedagogy. The participants of this research are the teachers of grade eight of a private school from Lalitpur. This paper concludes that when students explore their indigenous knowledge, it creates an attachment to their indigenous know-how. They learn to value their ancestors’ knowledge for their contribution to ecology, sustainability, and self-dependence. Furthermore, ecopreneurship enables their learning to be authentic and meaningful through their active involvement in producing eco-friendly material, which they showcased at the fair and motivated them to think and act as ecopreneurs for sustainable development. (shrink)

This is a trend study of School Size, Location and Enrolment Figures of Junior secondary schools in Akwa Ibom State of Nigeria covering 2008 – 2016 with implications on sustainable development. The study was tailored to follow the ex-post facto research design. This study was a census, hence the entire population of 227 public secondary schools were used. Secondary quantitative data were obtained using “School Size, Location and Enrolment Figures Checklist (SSLEFC)” were analysed using descriptive statistics, while line (...) graphs and bar charts were used to illustrate the statistical trends. The hypotheses were tested using the independent t-test statistical approach. Findings showed that higher rates of enrolment were recorded in large and urban schools than in small schools and rural schools respectively. The mean differences in the enrolment trend among urban and provincial schools were factually huge. It was presumed that there is an upward pattern in enrolment in all the schools from 2008 – 2013 and a descending pattern from 2015– 2016. Based on this conclusion, implications were discussed, while it was recommended, among others, that infrastructural provisions and adequate supply of qualified personnel be allocated to urban and rural schools evenly, to discourage rural-urban migration but promote active rural participation in Education, as well as foster sustainability in schools. (shrink)

This study aims to explore a demoethical model for sustainable development in modern society. It proposes an approach that focuses on organizing activities to improve sustainable development. Specifically, it presents a demoethical model relevant to Society 5.0 and Industry 5.0 organizations. The objective is to identify demoethical values that can drive sustainable development in the era of digitalization. Through a literature review and analysis, this study identifies key components of the demoethical model and provides (...) practical recommendations for stakeholders involved in digital transformation. The analysis of demoethical norms and phenomena, such as education, nurturing, mind, knowledge, science, and honest work, has enabled the identification of values that align with sustainable development in society. The results of the study demonstrate that the notion of a demoethical foundation for sustainability is rooted in the concept of spirituality as the basis for a new societal development scenario and its relationship with nature. The study shows that ideas about the demoethical basis of sustainability are based on the priority of spirituality as the basis of a new scenario for the development of society, as well as the integration of demographic, socio-economical, and ecological components in system-wide modeling. (shrink)

Teachers are the frontline workers in sustaining quality education; hence, assessing their knowledge, attitudes, and behaviors (KAB) allows them and the administrators to create better training, programs, and instructional materials. The objective is to develop and validate a quick and accessible online instrument to assess the teachers’ KAB towards sustainable development in the Philippine context, as part of a bigger project to integrate Pili (Canarium ovatum) into education. The researchers administered the instrument using a cross-sectional survey (...) method through Google Forms in which respondents (n = 206) had voluntarily answered. The 24-item tool, anchored on the 2030 sustainable development goals and their complex systems, is reliable and valid based on the confirmatory factor analysis, and Cronbach’s alpha and Fleiss’s kappa estimates. The results showed that having favorable knowledge and attitudes toward sustainable development is inadequate to create positive behaviors. The adaptation of the developed instrument, the use of findings for intercultural and cross-cultural studies, and further investigations are recommended. (shrink)

AI is increasingly becoming based upon Internet-dependent systems to handle the massive amounts of data it requires to function effectively regardless of the availability of stable Internet connectivity in every affected community. As such, sustainable development (SD) for rural and mountain communities will require more than just equitable access to broadband Internet connection. It must also include a thorough means whereby to ensure that affected communities gain the education and tools necessary to engage inclusively with new technological (...) advances, whether they be focused on machine learning algorithms or community infrastructure, as they will be increasingly dependent upon the automational capabilities of AI. In this essay, an exploration will be conducted into the means whereby student-engaged learning (SEL) can effectively be utilized to provide targeted, inclusive education to rural and mountain communities regarding the implications of AI for SD. (shrink)

Development plans at different levels – from local to global – aspire to eliminate poverty, famine, to make health care accessible, to create better access to education, to improve transportation, employment, and the quality of life, all within next decades. Yet, these plans collide with the reality of climate change, more precisely the Anthropocene, which already creates high-dimensional conflicts. These will only intensify within decades because climate change and other consequences of the environment global devastation lead to a (...) real decrease of resources. These resources enable not only development but also an elementary reproduction of the essential preconditions of life. The current model of development has substantially contributed to the intensification of unequal accessibility to resources and existing conflicts have thus heightened and new ones have emerged. Water as an essential resource will cause new conflicts. Growing population, expansion of deserts and a sea level rise then increase conflicts for the land. Heat waves occur more often which strengthens conflicts for land suitable for human life, meaning that inhabitable areas are spreading. Therefore there is a need to re-evaluate the character and hierarchy of resources and their accessibility, and also concepts of development. The existing development of humankind has been done at the expense of others in many cases and mainly at the expense of the environment. The current situation raises a question of climate justice from both historical and systematic viewpoints. It opens a need to reformulate the concept of human rights from the perspective of their essential environmental preconditions and to define the status of environmental migrants. (shrink)

CLIMATE EDUCATION FOR WOMEN AND YOUTH Around the world, people still lack basic awareness and understanding of the drivers and impact of climate change, as well as options for reducing carbon emissions and adapting to the climate change impacts. In addition, climate change impacts are not equally distributed. Gender inequalities and development gaps increase the impacts of climate change for women and young people. Driving climate action through educating and empowering women and youth could lead to building resilience (...) within communities. Thus, education and training are crucial to building capacity and enhance their ability to tackle climate change, especially as most of them have no access to information and resources related to climate action. Despite the evidence that education has a strong role to play in both climate adaptation and mitigation, the global education community has done little to advance wide-scale education efforts. Solid, coherent policies and plans are the bedrock on which to build sustainable education systems, achieve educational development goals and contribute effectively to lifelong learning. At a time of growing inequality, closing the gaps in access to quality education requires a long-term vision, engagement, and effective collaboration between various stakeholders. To do that, it’s critical to develop climate educational guides for developing countries that include the most important elements about formal and informal education for women and young people, as well as relevant learning materials and tools. Establishing a climate education coalition provides a forum for expert discussion and unlocks the potential of collaborative work. Embedding climate topics into formal and non-formal education is another priority area for action that could contribute to increasing climate awareness among youth. Community-level climate education projects and initiatives could be a powerful tool for educating and empowering women. Thus, governments and local authorities should ensure funds and provide resources for these projects and initiatives. (shrink)

Algeria is one of the many countries that are gifted with an abundantly rich and diversified urban heritage, which stems from the multiplicity of successive human civilizations and its natural environment that is rich in all forms of heritage. These can be invested from a tourism perspective for sustainable development in accordance with a myriad of global challenges that exist in the tourism space. The most important heritage areas in Algeria include, among others, Casbah of Algiers, on which (...) this article sheds light in this research. The Casbah (meaning citadel (fortress) refers unambiguously to the citadel of Algiers in Algeria and the traditional quarter gathered around it. In 1992, the United Nations Educational, Scientific and Cultural Organization (UNESCO) declared Casbah to be a World Cultural Heritage site. This article seeks to highlight the remarkable urban and cultural potential of the Casbah obtained throughout its ancient history and refers to the monumental buildings inter alia Ketchaoua Mosque, Al Safir Mosque, Grand Mosque, Palais des Rais, Palace of the Dey, Dar Hassan Pasha, and its cultural diversity such as traditional handicrafts jewellery, dress, furnish etc. By taking advantage of the heritage pillars for the sake of heritage tourism development and tourism promotion in a way that achieves the sustainability of this unique urban heritage area, great progress can be made. UNESCO support is in addition to the local government bodies that enacted a series of laws that regulate rules and offer direction to preserve this valuable heritage at the local and also on the global level. (shrink)

The existence of child labor in developing countries like Bangladesh is undoubtedly a serious problem in the era of sustainable development. Undoubtedly to abolish child labor from all level is not so easy. The current study was intended to assess the livelihoods pattern and causes of being involved as child labor in Jhenaidah city-Bangladesh and to find out the ways in which child labor can be diminished gradually. This study was exploratory in nature where convenience sampling was adapted, (...) seventy-five children aged less than 18 years were interviewed with an interview schedule. The extent and prevalence of child labour in a country are being considered as a significant indicator of how far-off that country stays away from the overall sustainable development. The results of this study demonstrate that the majority (17/22.67%) children engaged in performing work in shops or hotels. The X2 (p<0.5) results elucidate that there exists gender difference in child abuse and harassment. The rate of physical and mental abuse and torture was higher in male children, in contrast, the prevalence of sexual harassment and abuse by slung was significantly higher in female children. The working hours as an average above 7 hours or more, and per day wage of children in Jhenaidah found just above 1.4$ (120 BDT). The principal component analysis indicates that lack of parental employment facilities which has directly related to poverty found as the foremost reasons for a child to make involvement as labour before completing age 18, this result is not only applicable for Jhenaidah but also possibly applicable for all developing countries. Besides, father’s education and death of mother were the important indicators of being child laborer. The ways of eliminating child labour are not so easy task because the problem has been indissolubly embedded in our society for long. Hence, it requires moral, political will and commitment from all people in the society for ending and eradicating child labour. Alongside all these, international organizations must make sure their robust participation in enhancing this process. (shrink)

Globally, above 1.4 billion adults did not reach the recommended level of physical education in their daily life, thus triple intendent reforms are proposed by the Ministry of Physical Education for the development of sporting leadership in schools, colleges, and universities, which are essentially important for the development of physical and mental health of the students. This article analyzes the situation of lacking sustainable sporting leadership among other factors related to Physical Education (PE) resources (...) in the southern areas of Ningxia. (shrink)

The relationship between people and nature is one of the most important current issues of human survival. This circumstance makes it necessary to educate young people who are receptive to global challenges and ready to solve the urgent problems of our time. The purpose of the article is to analyze the experience of the environmental behavior of young people in the metropolis. The authors studied articles and monographs that contain Russian and international experience in the environmental behavior of citizens. The (...) following factors determine people’s behavior: the cognitive capabilities of people who determine the understanding and perception of nature and the value-affective component that determines the attitude towards nature. The next task of the study is surveying young people through an online survey and its analysis. The research was realized in Ekaterinburg, the administrative center of the Sverdlovsk region (Russia). The study of the current ecological situation in Ekaterinburg made it possible to conclude that the environmental problem arises not only and not simply as a problem of environmental pollution and other negative influences of human economic activity. This problem grows into transforming the spontaneous impact of society on nature into a consciously, purposefully, systematically developing harmonious interaction with it. The study results showed that, from the point of view of the youth of Ekaterinburg, the city’s ecological situation is one of the most pressing problems. Despite minor improvements over the past 3–5 years, this problem has not lost relevance, and regional authorities and city residents should be responsible for its solution. Young people know environmental practices, but they often do not apply them systematically. Ecological behavior is encouraged and discussed among friends/acquaintances. The key factors influencing the formation of environmental behavior practices are the mass media and social networks. The most popular social network for obtaining information on ecological practices among young people is Instagram, and the key persons are bloggers. This study did not reveal the influence of the socio-demographic characteristics of young people on the application of eco-behavior practices, which may indicate the need for a survey of a larger sample. (shrink)

“The Sustainable Development Goals (SDGs)”, are a universal call for action, covering targets to be fulfilled by the end of 2030. Many global problems such as global climate change and drought, environmental pollution, depletion of natural resources and biodiversity, inclusive education have evolved into the greatest collective problem of all humanity. It is recognized that teachers, are also responsible for ensuring a sustainable life for future generations and contributing to its sustainability. At this point, there is (...) a need for educational approaches based on group dynamics that will contribute to the socialization of the individual, support them to gain new experiences, provide them with the opportunity to produce solutions to the encountered obstacles, be sensitive to human values, have a questioning perspective, support them in processes that will enable critical, collaborative, attentive and creative thinking skills, and guide them in processes that will enable them to activate their critical, collaborative, attentive and creative thinking skills. Philosophy and creative drama practices for children based on these educational approaches are among two of the methods that are thought to be effective in addressing and questioning development goals and developing solutions for individuals who are learning about the actions that can be carried out. The research, which is designed to convey this universal call for action to children through the teachers of the future and to support them to be an active part of this process, is based on three components: sustainable development goals, creative drama and philosophy for children, and a sample workshop plan is presented. (shrink)

The Sangguniang Kabataan is an essential part of the government to develop the youth in the society and to encourage a meaningful youth participation in different sectors in the community. This study assesses the Sangguniang Kabataan performance in Cuenca, Batangas as it encapsulates the strength and weaknesses of the programs together with the needs, comments, and suggestions of the youth as guided by the National Youth Commission’s Nine Centers of Meaningful Youth Participation in line with some selected United Nations (...) class='Hi'>Sustainable Developmental Goals through a mixed-method study. The study uses the responses of 250 youth participants from 20 barangays which revealed that their assessments put the programs, projects, and activities of the Sangguniang Kabataan on the lower threshold of the verbal interpretation “Agree” while the qualitative side of the survey revealed the priority needs of the youth. The study suggested a thematic development plan to be used as a framework for the next proposal of the SK officials, namely: Assistance, Developmental, and Social Transformation programs, projects, and activities. (shrink)

Twenty first century is posing unprecedented challenges for the human existence and development. This era has witnessed awesome economic & technological growth, increased connectedness but great poverty, malnutrition, anxiety, mental stress and environmental degradation. Thus, this time depicts great contradiction, uncertainty, and risk. Accordingly, in this era a holistic education system has to deal with the challenges such as population growth, terrorism, environmental degradation, hegemony of machines, mental stress, cultivating creativity, bridging the skill and wisdom gap, and expanding (...) human potential etc. To find a sustainable solution to such challenges, we need to develop a holistic education system which acknowledges various dimension of human being. For this task, this paper will try to highlight some philosophical themes which are commonly suggested by various prominent thinkers such as M.K. Gandhi, R.N. Tagore, J. Krishnamurti, S. Radhakrishnan etc. in India, and J. Dewey, I. Illich, and B. Russell etc. in the west. They have put forward their philosophy to discuss the aims of education which are relevant to this century. In this paper, we will analyze their views from the perspective of the challenges that the twenty-first century world is going to face. Our investigation will analyze agreements and disagreements among the approaches taken by these educators. However, the focus will be on the commonalities, so that we can identify some philosophical themes which can work as the solid foundation for holistic model of education. (shrink)

Higher education curricula are developed based on creating conditions for implementing many professional and universal competencies. In Russia, one of the significant competencies for a modern specialist is business communication in oral and written forms in the Russian language and a foreign language. Therefore, teaching students to write in a foreign language is one of the modern requirements for young specialists’ professional training. This article aimed to study the tools of online communication that are used in teaching foreign languages. (...) The article presents the results of an empirical study and analysis of factors of application of online communication technologies in foreign languages teaching, synchronous and asynchronous means used in online learning, and the advantages of integrating online communication tools into the educational process of teaching a foreign language. The study of the advantages and disadvantages of educational platforms is based on an analysis of information and online communication technologies used in the educational process. Based on the example of teaching a foreign language, the article shows how online communication platforms are involved in the educational process. Furthermore, the teachers’ and students’ opinions are presented on how online platforms are convenient. The survey involved 928 first-year students and 76 foreign language teachers of Volgograd State University (Volgograd), Linguistics University of Nizhny Novgorod (Nizhny Novgorod), Tomsk Polytechnic University (Tomsk), Ural Federal University, named after the first President of Russia B.N. Yeltsin (Ekaterinburg). It was revealed that the integration of online communication tools has positive effects on the formation and development of written communication skills. (shrink)

Seeking consensuses from the public is difficult, this also applies to the heritage sector, particularly in heritage preservation. ‘What, why and how to preserve?’ are the core of debates in the field and the differ- ences between points of views are basically due to the difference in valuation. In order to know everyone’s needs, views and expectations better and for sustainability, involving the community for preservation be- comes fundamental. Education, an experience which does not only provide opportunities for enlightenments (...) and widening horizons, but also introduce various concepts in terms of moral, ethical and social through systematic instructions. Having such great impact to community, promoting heritage education can be an effective approach awakening public consciousness on heritage preservation, and thus, enhancing people’s responsibility towards heritage, for both tangible and intangible, and developing a sustainable future for heritage through public engagement. However, it is necessary to understand the structure or the level of engagement prior setting the goal for heritage education. A model for classifying the level of engagement from performance is proposed for clarification and appraisal. This model is part of the research project of Community Engagement with Heritage in Macau which has an intention to examine its level of community engagement and give suggestions. This essay will first discuss community engagement, then classify the levels of engagement with models and lastly argue heritage education can elevate the level of community engagement which ultimately achieves the aim of heritage preservation. (shrink)

This study aims to look at the role of the practice of excellence strategies in education in achieving sustainable competitive advantage for the Higher educational institutions of the faculty of Engineering and Information Technology at Al-Azhar University in Gaza, a model, and the study considered the competitive advantage of educational institutions stems from the impact on the level of each student, employee, and the institution. The study was based on the premise that the development of strategies for (...) excellence in education, and its implementation is a vital important prerequisite to achieve sustainable competitive advantage in higher educational institutions. The study followed a systematic exploratory descriptive methodology through review of the theoretical literature, and the adoption of the experience of the Faculty of Engineering and Information Technology at Al-Azhar University in Gaza as a model for its unique experience in the field of excellence in education. The study results showed that the most important are: There is a strong correlation between the level of exercising excellence strategies in education and the achievement of higher educational institutions to the sustainable competitive advantage. The results include a general required number of important sub results on the subject of the model - Faculty of Engineering and Information Technology at Al-Azhar University in Gaza as follows: - The student considered the academic focus of the operation in the development process of the workers’ skills, particularly academics at the university helps to distinguish students and increase the employment rate after graduation. - The existence of consistency in development efforts and quality improvement for all three levels (student, employee, and the university), and this contributes to the Faculty excellence. - The Faculty has been able to achieve competitive advantages by offering excellent services without harming the efficiency, and this alone is a great success because improving service properties requires great investments, which negatively affect the continued institutional development. The study also reached a set of recommendations as follows: - The need to exercise excellence strategies in education, excellence reward at the national level, and those higher educational institutions follow the criteria for measuring the competitive advantages of its institutions always. - There is a need to increase efforts to implement programs of excellence, the allocation of adequate time, reward outstanding efforts as well. There is a necessity for each faculty to achieve competitive advantage and sustainability, using the general philosophies of competitive advantage, but with a different strategically content from what is in the private commercial sector, it reflects the Faculties mission and objectives, depending on making improvements and excellence in processes that ensure the safety of its outputs. As well as the need to find a balance between the work of teaching and research work of the faculty members, this has important implications regarding the criteria used in the process of excellence evaluation. The study recommended the adoption of strategies for excellence in education on a national public policy level mainly in the processes of change in higher education institutions. The need to support the existence of a common understanding of the efforts of excellence to create a general culture that appreciates excellence in faculties and universities. This underlines the need for transparent, fair rewards systems, to encourage innovation in education. The need to conduct a comprehensive surveys on the graduates of faculties and universities including the areas of employment and skills, because that will give accurate indications of the graduates and will help to establish a link to a more precise about the relationship of excellence strategies with the competitive advantages. (shrink)

In this article, we critically discuss the ideal of alignment, unity and harmony in cross-sector partnerships for wicked problems like sustainable development. We explore four characteristics of the concepts of identity, unity and difference which are presupposed in the partnership and collaboration literature, and point at their metaphysical origin. Based on our analysis of these four characteristics, we show the limitations of the metaphysical concepts of identity and difference in the case of CSPs for wicked problems like (...) class='Hi'>sustainable development. (shrink)

The central place accorded the notion of ‘sustainable development' among those attempting to overcome ecological problems could be one of the main reasons for their failure. ‘Ecological civilization' is proposed and defended as an alternative. ‘Ecological civilization' has behind it a significant proportion of the leadership of China who would be empowered if this notion were taken up in the West. It carries with it the potential to fundamentally rethink the basic goals of life and to provide an (...) alternative image of the future. It could both inspire people and provide the cultural foundations for the cultural, social and economic transformations necessary to create a new world order, a world order in which humans augment rather than undermine the ecosystems of which they are part. This paper explicates these implications. (shrink)

The wealthiest nations in the World have a knowledge-based economy that depends on continued innovation based on research and development sustained by a pool of problem-solvers able to tackle the most diverse challenges. The Research University is the current gold standard for higher education and the research professors working in such an environment are the key figures responsible of fostering the new generations of problem-solvers.

The shift from conventional, face-to-face classroom teaching to distance education is a complex process that brings various challenges. To better understand the impact of this transition, the researchers examined the perceptions of secondary science teachers (n = 42) and students (n = 137). Specifically, the study focused on evaluating learner-centered, action-oriented, and transformative learning – referred to as LCAOT learning – in science distance education. The researchers developed a 26-item, 4-point Likert scale questionnaire that was distributed online to (...) the target respondents. Additionally, the researchers interviewed teachers and students and analyzed various documents, such as self-learning modules and learners’ activity sheets, to triangulate the survey data. The findings revealed that the principles of LCAOT learning were apparent in science distance education and exemplified through tools such as the Know, Want to Know, and Learned charts and personal journals. The study also revealed that teachers and students faced challenges during the transition to distance education, including inadequate equipment and poor internet connectivity. However, they responded to these challenges by using various means of communication, collaborating with peers, and exploring new roles and identities. The researchers recommend using the developed instrument and continuing to evaluate the effectiveness of teaching strategies employed in distance education in science, as well as further studies on the impact of LCAOT learning on students’ academic achievement. (shrink)

An extended analysis compared to observations shows that modern “globalised” world civilisation has passed through the invisible “complexity threshold”, after which usual “spontaneous”, empirically driven kind of development (“invisible hand” etc.) cannot continue any more without major destructive tendencies. A much deeper, non-simplified understanding of real interaction complexity is necessary in order to cope with such globalised world development problems. Here we introduce the universal definition, fundamental origin, and dynamic equations for a major related quantity of (systemic) risk (...) characterising real complex system development tendencies at any level of dynamics. Practically important conclusions are derived, opening further detailed applications in economy, finance and development practice. (shrink)

Abstract: Harnessing natural gas resources for sustainable development requires undertaking fundamental decision chains. The role of the government in championing strategic decisions in the management of these resources to spur social and economic growth is of critical importance. Without proper decision chains, natural gas resources paradoxically may undermine development. The study found that the findings from both closed ended and open-ended results have the implication for adequate decisions the government may take in managing the natural gas resources (...) for long-term social and economic development. The study suggests that in order to accelerate social and economic development of Tanzania, natural gas revenues should be accounted for and wisely use to finance long-term development projects and for an accelerated transition out of poverty. (shrink)

Background: Community-based education (CBE) involves educating the head (cognitive), heart (affective), and the hand (practical) by utilizing tools that enable us to broaden and interrogate our value systems. This article reports on the use of virtue ethics (VE) theory for understanding the principles that create, maintain and sustain a socially accountable community placement programme for undergraduate medical students. Our research questions driving this secondary analysis were; what are the goods which are internal to the successful practice of CBE in (...) medicine, and what are the virtues that are likely to promote and sustain them? -/- Methods: We conducted a secondary theoretically informed thematic analysis of the primary data based on MacIntyre’s virtue ethics theory as the conceptual framework. -/- Results: Virtue ethics is an ethical approach that emphasizes the role of character and virtue in shaping moral behavior; when individuals engage in practices (such as CBE), goods internal to those practices (such as a collaborative attitude) strengthen the practices themselves, but also augment those individuals’ virtues, and that of their community (such as empathy). We identified several goods that are internal to the practice of CBE and accompanying virtues as important for the development, implementation and sustainability of a socially accountable community placement programme. A service-oriented mind-set, a deep understanding of community needs, a transformed mind, and a collaborative approach emerged as goods internal to the practice of a socially accountable CBE. The virtues needed to sustain the identified internal goods included empathy and compassion, connectedness, accountability, engagement [sustained relationship], cooperation, perseverance, and willingness to be an agent of change. -/- Conclusion: This study found that MacIntyre’s virtue ethics theory provided a useful theoretical lens for understanding the principles that create, maintain and sustain CBE practice. (shrink)

United Nations’ Sustainable Development Goals 4 Quality Education has highlighted major challenges for all nations to ensure inclusive and equitable quality access to education, facilities for children, and young adults. The SDG4 is even more important for developing nations as receiving proper education or vocational training, especially in science and technology, means a foundational step in improving other aspects of their citizens’ lives. However, the extant scientific literature about STEM education still lacks focus on (...) developing countries, even more so in the rural area. Using a dataset of 4967 observations of junior high school students from a rural area in a transition economy, the article employs the Bayesian approach to identify the interaction between gender, socioeconomic status, and students’ STEM academic achievements. The results report gender has little association with STEM academic achievements; however, female students (αa_Sex[2] = 2.83) appear to have achieved better results than their male counterparts (αa_Sex[1] = 2.68). Families with better economic status, parents with a high level of education (βb(EduMot) = 0.07), or non-manual jobs (αa_SexPJ[4] = 3.25) are found to be correlated with better study results. On the contrary, students with zero (βb(OnlyChi) = -0.14) or more than two siblings (βb(NumberofChi) = -0.01) are correlated with lower study results compared to those with only one sibling. These results imply the importance of providing women with opportunities for better education. Policymakers should also consider maintaining family size so the parents can provide their resources to each child equally. (shrink)

Local participation is always beneficial for sustainable action and environmental problems resulting from urban implementation due to the failure of social and institutional change necessary for a successful transformation of rural life to urban life ahead of the rapid movement of the population. Despite good legal practice and comprehensive guidelines, evidence suggests that Environmental Impact Assessment (EIA) or more broadly Environmental, Social and Health Impact Assessment (ESHIA) have not yet been found satisfactory in Nigeria, as the current system amounts (...) to duplication of efforts and cost. However, ESHIA has been developed and integrated to help manage project activities, facilities, and operations sustainably, so that both economic and ecological profits are accrued (sustainable development) or ensure that any development project does not result in excessive deterioration of and/or the irreversible adverse effect on any component of the environment – a recite for sustainable development. A literature review was done by using a variety of search engines including Research Gate, Google Scholar, Academia, Mendeley, SSRN search strategy to retrieve research publications, “grey literature” and expert working group reports. The thrust of this study is to evaluate the potential benefits of ESHIA as a tool for sustainable environmental development. The evaluation and implementation of EIA are one of the strengths of these tools. Indeed, EIA is the first and foremost management tool employed to help mitigate adverse, potential, and associated impacts of proposed major developments in our environment. EIA is a regulatory requirement that is efficiently used to improve performance, project design, enhancing decision-making, and facilitating policy programs in a sustainable environment. An evaluation of the EIA systems reveals several weaknesses of the EIA system. These include the inadequate capacity of EIA approval authorities, deficiencies in screening and scoping, poor EIA quality, insufficient public participation, and weak monitoring, and erratic government policies. Overall, most EIA study rarely meets the objectives of being a project planning tool to contribute to achieving sustainable development and mitigate the impact of the development project. The study recommends some directions for the future to ensure that entire content of the EIA are religiously implemented, review the existing EIA act, increase the expertise of EIA consultants, create a liaison office with an international organisation and with sister agency, ESHIA must enjoy Improved budgetary provision, time latitude, spatial contexts and methodological improvements for outcome measures to achieve results that are relevant to sustainable development by improving project design, enhancing decision making and facilitating policy programs. (shrink)

The role of the cultural assets as one of the pillars of sustainable development is undeniably of great significance in the cultural sustainability of cities. Indeed, the way users understand and interpret cultural heritage sites would be highly critical to managing cultural organizations properly. It means by improving users’ perception of these sites, it can expect a fair distribution of comprehensive awareness among generations about the values of cultural assets. Past studies in spatial psychology have demonstrated that environmental (...) properties can positively Influence human emotions. On the other hand, using computational–mathematical methods used to examine spatio-visual properties have rarely been compared to human perceptions. This paper examines the impact of spatio-visual properties on human perception as a clever cultural management strategy to promote cultural sustainability. It is discussed how environmental features in general, and visibility in particular, can shape the way users interpret cultural heritage. Results indicate that not only visibility of users’ paths within cultural heritage sites can be an influential factor for the development of users’ perception, but also the visibility of the entrance of these complexes can change their understanding. This means that decision-makers, architects, and managers of the cultural organizations can apply these findings as cultural management framework by defining predefined paths in these sites in the way that they possess high visibility and visible entrance. Consequently, the distribution of public awareness among generations can be improved to strengthen the role of cultural aspects in sustainable development. (shrink)

The author advocates for teaching about varieties of ignorance with a psychoanalytic sensibility as one strategy with which to engage the emotional investments that sustain apathy and the ignorant refusal to care in this new era of suffering and spectatorship. Ignorance, here conceived, is complex, far from consisting only in some passive lack of knowledge. It is understood multidimensionally, as activity, rarely innocent, always inevitable, and entirely ineradicable; it is a powerful agent in the maintenance of oppression, but it is (...) also an important resource on which we can draw to promote curiosity and less defensive encounters with difficult knowledge and different Others. In diagnosing different forms of ignorance, we can distinguish between the varieties that are culturally produced and disseminated for profit from those forms which might serve as impetus for investigation. (shrink)

Well-Being in African Philosophy: Insights for a Global Ethics of Development, edited by Bolaji Bateye, Mahmoud Masaeli, Louise Müller, and Angela Roothaan, explores the notion of well-being in African and intercultural philosophy and its insights into global ethics of development. Drawing from longstanding debates on communitarianism in the context of personhood in African philosophy, as well as those in intercultural philosophy, the diverse contributors present manifold ways to philosophize about well-being from African contexts. Hailing from sub-Saharan Africa, Europe, (...) and the Middle East, they address questions of human well-being related to the major global challenges of our time, such as climate change and socio-economic, gender, and racial inequality in society, education, and organization. This collection, building on the work of African independence philosophers as well as oral traditions from a critical development studies perspective, offers fresh views on well-being, development, and morality, thus contributing to global ethics from an African vantage point. (shrink)

As the future of human development increasingly hinges on the need for sustainable education and science, this essay re-examines the imminent threats to humankind and the relevance of achieving the United Nations’ Sustainable Development Goals (SDGs) to science-technology research among today’s young scientists. It also discusses some socio-political and economic challenges to achieving sustainability and argues that developing sustainability science is difficult but not impossible. The hope lies in our current efforts to build productive and (...) creative scientific communities through nurturing youth engagement with science and the scientific mindset. (shrink)

Coronavirus disease 2019 (COVID-19) is an infectious disease that causes respiratory illness in human and has now become a major challenge for all over the world. In spite of all their efforts to restore the nature during the last few decades, humans could only move a few steps forward. But during the last few months, consequences of the COVID-19 Pandemic have successfully recovered the environment to a large extent that should definitely set positive impact on global climate change. The COVID-19 (...) spread around the world and severely affected the world's education, economy, social interactions and other global impacts. We have come across one of the most daunting problems of the modern times, which is, educational crisis. One of the many challenges faced by the students due to COVID-19 is loss of learning. Distance learning has been a failure throughout this period, due to the fact that the educators are unsupported and they lack the practical experience of teaching online through technology. On the other hand, not all students have the technology infrastructure at home to support their ongoing learning. Many of them are economically backward and find it difficult to support their education without internet or a learning tablet. (shrink)

The paper reviewed financial resources which is a critical factor and component of Business Process Re-engineering in achieving academic performance of higher education institutions in the Democratic Republic of Congo. The objective of the study is to examine whether financial resources can contribute to improving and achieving academic performance of higher education institutions in general and students in particular. The study used a systematic literature review and content analysis was to establish the relationship between financial resources and academic (...) performance. The key findings are grouped in three dimensions: 1) financial resources; 2) budget and funding/financial model; 3) tuitions fees, scholarship and loans provision. The study found consistent evidence to show that there is a significant and positive relationship between financial resources and performance of higher education institutions. The study concluded that higher education sector in the Democratic Republic of Congo needs a radical change and fundamental rethinking in improving educational budget processes to meet the needs of the institutions, provision of scholarship and loans processes to students mainly those from poor background and designing innovative financial/funding model to sustain educational institutions. The study is based on academic capitalism theory. The recommendations were made based on the findings of the study. -/- . (shrink)

The depletion of fossil fuels, coupled with the growing awareness of the impact of fossil fuel consumption on the global environment, has spurred research activities focused on alternative (or recycled energy). Besides, the demand for energy and related services to meet people's economic and social development, welfare and health is also increasing daily. Therefore, renewable energy is an excellent approach to mitigate climate change and meet the sustainable energy needs of present and future generations future.

(Pre-publication draft November 2015: Partial content of "Introduction: The 2030 Agenda," Journal of Global Ethics 11:3 [December 2015], 262-270) This introduction briefly explains the process through which the Sustainable Development Goals have developed from their receipt in 2014 to their passage in September 2015 by the UN General Assembly, and it considers their development in prospect. The Millennium Development Goals, which spanned 1990-2015, present a case study that reveals the changeability of such long-term multilateral commitments. They (...) were enmeshed in overlapping and inconsistent national and intergovernmental commitments reaching from 1995 to 2005, and the text of those goals also evolved, stabilizing for the last time in 2007. The Sustainable Development Goals and attendant commitments should be expected to evolve similarly over their fifteen year run. This presents a concern, for among the three committees established by the UN to create the goals, the two committees charged with public consultation were retired as planned in 2014. The process evident thereafter has displayed a shift towards a strategy of enrolling broad public endorsement that leaves such consultation and specific responsibility to those consulted in doubt. This bodes ill for public deliberation on the goals and for public accountability as the agenda proceeds towards 2030. (shrink)

Despite considerable attention to the need for systemic education for a new society, it is surprising to note how little research has actually been conducted in this area with transdisciplinary approach. Besides, there are many papers about new educational approaches but they are focused on a specific level, for example on higher education. Very little has been done in terms of a systemic and comprehensive approach capable of guiding human development from preschool to postgraduates studies-and beyond. This (...) paper has two purposes: (a) first, to articulate the theoretical framework of a new educational paradigm that responds to current needs of society and that integrates evolutionary perspectives on cultural and human development; (b) second, to suggest a research agenda that may be followed in the future to expand our knowledge base in the new educational paradigms area. (shrink)

This paper focuses on how building human potentialities in education can enhance learning competencies in students for the development of the self and the society. Human potential refers to a possibility human beings are capable of achieving. Montessori believes that the traditional system of education directs students to learn through memorization and recitation techniques and does not lay much emphasis on helping students to bring out their maximum potential. What goal can we attribute to education today? (...) Our focus shall be to answer the questions, what are the favorable conditions under which education can help to build human potentialities? Is Montessori’s view essential in enhancing creativity and building the necessary competencies of the learners in our society today? Education is a natural process carried out by the human individual. It is not what the teacher gives and is not acquired by listening to words but by experiences upon the environment. Montessori opts that education should help the learners develop confidence in their emerging abilities and offer them the opportunity to gain independence in daily tasks. The pedagogic significance of this work serves as a guide for the educational system in Africa and Cameroon in particular. It serves as a guide for curriculum developers and policy makers to bring out programs that will enhance the building of individual competencies for eventual development. Thus Montessori’s idea of education to build human potentialities is indispensible to our educational system today. (shrink)

This dissertation is a contribution to the debate about ‘climate justice’, i.e. a call for a just and feasible distribution of responsibility for addressing climate change. The main argument is a proposal for a cautious, practicable, and necessary step in the right direction: given the set of theoretical and practical obstacles to climate justice, we must begin by making contemporary development practices sustainable. In times of climate change, this is done by recognising and responding to the fact that (...) emissions of greenhouse gases, with climate change as their result, are an immanent threat to any reflectively embraced development project. In the universal pursuit of progress, basic needs of both present and future people are put at risk. Even so, a political stalemate and business-as-usual prevail. The situation is locked up by an uncertainty about the exact impacts of choices made and by the reasonable disagreement of modern societies. The result is passiveness, and the passing on of a slowly and indiscernibly growing problem to future generations. This dissertation brings out a crucial message about the need to make our development sustainable. Instead of delaying action through trying to resolve the intractable epistemic and normative uncertainty fully, the focus should be on vindicating already shared points of practical convergence. On the constructivist method here adopted, the task is to characterise the agent and the situation faced from a practical and first-person point of view. More specifically, to specify the practical problem climate change gives rise to; the moral importance of needs (chapter three); how a principled priority of basic needs can be defended (chapter four), intergenerationally (chapter five) and internationally (chapter six); and what natural and social limits there are to development (chapter seven). These conceptions narrows the practice of development in the present context: it can be concluded that development must not risk the basic needs of anyone implicated. This common ground brackets off disagreement irrelevant to the urgent need to act, and so brings together otherwise deeply divided agents. A sufficientarian basic needs-principle, as the focus of an overlapping consensus, is practicable and anticipatory in the disuniting moral conundrum of climate change. (shrink)

Virtue epistemology is among the dominant influences in mainstream epistemology today. An important commitment of one strand of virtue epistemology – responsibilist virtue epistemology (e.g., Montmarquet 1993; Zagzebski 1996; Battaly 2006; Baehr 2011) – is that it must provide regulative normative guidance for good thinking. Recently, a number of virtue epistemologists (most notably Baehr, 2013) have held that virtue epistemology not only can provide regulative normative guidance, but moreover that we should reconceive the primary epistemic aim of all education (...) as the inculcation of the intellectual virtues. Baehr’s picture contrasts with another well-known position – that the primary aim of education is the promotion of critical thinking (Scheffler 1989; Siegel 1988; 1997; 2017). In this paper – that we hold makes a contribution to both philosophy of education and epistemology and, a fortiori, epistemology of education – we challenge this picture. We outline three criteria that any putative aim of education must meet and hold that it is the aim of critical thinking, rather than the aim of instilling intellectual virtue, that best meets these criteria. On this basis, we propose a new challenge for intellectual virtue epistemology, next to the well-known empirically-driven ‘situationist challenge’. What we call the ‘pedagogical challenge’ maintains that the intellectual virtues approach does not have available a suitably effective pedagogy to qualify the acquisition of intellectual virtue as the primary aim of education. This is because the pedagogic model of the intellectual virtues approach (borrowed largely from exemplarist thinking) is not properly action-guiding. Instead, we hold that, without much further development in virtue-based theory, logic and critical thinking must still play the primary role in the epistemology of education. (shrink)

The way we answer the question, .what ought I to do?. goes to show what we believe about our life and the way to live that life. However we answer the question .what ought I to do?., we are prescribing a mode of -/- action and this action has a direct bearing on other people and our society at large. So the moral question has a direct connection with what society becomes. If we answer rightly then the impact on our (...) society will be salutary but if wrongly, the impact too will be fatal. So, what we do influences society for good or bad. -/- In this book, the meaning of morality and, ethics and how these can help in personal and national development will be examined. (shrink)

Despite raising awareness and promoting knowledge and skills-development for education about climate change, efforts by the education sector to promote the development of climate change science literacy in schools is challenged by the nature of climate science. We illuminated the nature of climate science by analysing literature on the nature of science that foregrounds discussions in climate science, and found that climate science involves mostly complex systems and problems; the scope of climate science is vast and (...) interdisciplinary; most issues and problems in climate science are geographic in nature; climate science is characterised by uncertainty and disagreement; and, it is highly politicised. Unless education policymakers and curriculum designers consider these factors when formulating pedagogical intervention frameworks for a more effective and efficient climate change education; nurturing climate change science literacy in schools will be ever more elusive. (shrink)

Doing philosophy for/with children and exposing students to multiple perspectives, exemplified within the Austrian Centre of Philosophy with Children’s implementation project of the Philosophical Enquiry Advancing Cosmopolitan Engagement (PEACE) curriculum in schooling, may offer a valuable written, taught, and tested curriculum for democratic citizenry. This paper provides an analysis that seeks to present, describe, critique, and make recommendations on the PEACE curriculum. The paper asks the question: In what ways does the Philosophical Enquiry Advancing Cosmopolitan Engagement as a 21st century (...) curriculum address education for democratic citizenry? In this evaluation the ways in which issues of culture and identity, human rights and democracy are perceived and addressed, along with issues of critical thinking and reasoning in verbal and non-verbal language are attended. Concepts of collaboration, cooperation, teacher support and development are also critiqued. This critique is based on a ten-day Austrian Center of Philosophy with Children conference and training course on the PEACE curriculum, and consists of open-ended interviews, personal observations, and published reports on pre- and post-test results of the PEACE curriculum. Exploring the integration of the Austrian Center of Philosophy with Children PEACE curriculum and the Philosophy for/with Children methodology, this paper utilizes Hansen’s (1995) five principles for guiding curriculum development practice as a framework for analysis. It is hoped that findings and recommendations from this study may stir further exploration and contribute to the work of Philosophy for/with Children in democratic education for 21st century citizenry worldwide. (shrink)

Doing philosophy for/with children and exposing students to multiple perspectives, exemplified within the Austrian Centre of Philosophy with Children’s implementation project of the Philosophical Enquiry Advancing Cosmopolitan Engagement (PEACE) curriculum in schooling, may offer a valuable written, taught, and tested curriculum for democratic citizenry. This paper provides an analysis that seeks to present, describe, critique, and make recommendations on the PEACE curriculum. The paper asks the question: In what ways does the Philosophical Enquiry Advancing Cosmopolitan Engagement as a 21st century (...) curriculum address education for democratic citizenry? In this evaluation the ways in which issues of culture and identity, human rights and democracy are perceived and addressed, along with issues of critical thinking and reasoning in verbal and nonverbal language are attended. Concepts of collaboration, cooperation, teacher support and development are also critiqued. This critique is based on a ten-day Austrian Center of Philosophy with Children conference and training course on the PEACE curriculum, and consists of open-ended interviews, personal observations, and published reports on pre- and post-test results of the PEACE curriculum. Exploring the integration of the Austrian Center of Philosophy with Children PEACE curriculum and the Philosophy for/with Children methodology, this paper utilizes Hansen’s (1995) five principles for guiding curriculum development practice as a framework for analysis. It is hoped that findings and recommendations from this study may stir further exploration and contribute to the work of Philosophy for/with Children in democratic education for 21st century citizenry worldwide. Keywords: Democratic education, Philosophy for/with Children, Philosophical Enquiry Advancing Cosmopolitan Engagement (P.E.A.C.E.) Curriculum, Curriculum development, 21st Century citizenry, critical thinkin. (shrink)