This study investigates learning experiences and outcomes during the train travel phenomenon Interrail. It especially focuses on transformational learning and whether and in what scope these learning outcomes correlate with the concept of global citizenship. It further analyses how the proposal of a free Interrail ticket, that is currently debated within the European Commission, could foster global citizenship in the wider context of Education for Sustainable Development. Although there has been much research on educative benefits of travel, Interrail in general and as an informal learning environment in particular, is an under-researched phenomenon. By providing a deeper understanding about transformative learning processes and outcomes during the specific case of Interrail in the context of sustainable development, this study contributes towards closing this niche. This research was carried out in form of a qualitative case study research. In total, 18 in-depth interviews were conducted with young adults representing 13 different nationalities. The interviews were thoroughly analysed by applying Jack Mezirows´ transformative learning theory and the concept of global citizenship. The results were completed with an additional documentation analysis. The study results reveal that Interrail with its specific characteristics and elements may provide an informal learning environment that can foster and promote both transformative learning and global citizenship to the individual traveller. The identified patterns and commonalities of learning experiences and outcomes were summarized within the main topics of personal development, critical thinking and reflection, cultural sensitivity and pluralism, shaping identity and sense of belonging, broadening view and change of behavior or action. Implementing a free Interrail ticket could thus arguably contribute to greater accessibility and more equal opportunities for youth to discover, experience and learn from travelling through Europe by train. Subsequently, this could help to foster Education for Sustainable Development and global citizenship. Based on the study results it is suggested, that transformative learning during Interrail could be enhanced through providing incentives and formal guidance in critical thinking and engagement in rational discourse in formal education.

No description available.

World-wide concerns about human impact on the environment have led to the in 2015 formalizedParis Agreement and the global Sustainable Development Goals. All generations are needed toachieve these targets. Thus, young people need to receive appropriate, sustainability-focusededucation. Even though higher education institutions respond to this demand, students still lackmotivation for sustainable actions. To increase knowledge about this issue, I investigatedmotivation for pro-environmental behaviour in combination with nature-connectedness - a factorthat has not yet been linked with it. In a sample of 208 students, I analysed the correlationsbetween the connectedness to nature scale (CNS) and the motivation toward the environmentscale (MTES). I found correlations, meaning that students who were strongly connected tonature, tend to be more motivated to engage in pro-environmental behaviour as well. However,this does not imply a causal relationship. I also found that students in programs with a main focuson environmental topics scored higher on the CNS and (most categories of) the MTES than otherstudents, and females scored higher than males. Most of the overall mean scores were alignedwith previous research. However, there is still space for improvement and more research needs tobe done. Thus, I recommend future research to use the CNS and MTES in student populations.Moreover, I advise higher education to provide each student with Education for SustainableDevelopment (ESD). It could be beneficial to focus on critical thinking and active, experientiallearning in ESD, possibly with the usage of outdoor education.

O objetivo deste trabalho é elucidar a relação da percepção dos docentes e profissionais sobre as competências para o Desenvolvimento Sustentável Corporativo (DSC), comparando o que é ensinado nos cursos de administração ao que é necessário na prática, em relação às competências para o Desenvolvimento Sustentável (DS), em organizações no Brasil. Levando em consideração o conceito de DSC e o Triple Bottom Line (TBL), existem competências específicas para a gestão deste DS: competências organizacionais (ligadas ao DSC, por meio de estratégias para alcançar o conceito de TBL de DS); competências distintivas (que abrangem as competências em cada uma das dimensões do TBL) e competências foco (que abordam as dimensões em conjunto) e ainda ter a formação em competências individuais (abrangidas normalmente nos cursos de administração de forma geral), para conseguir conjuntamente com as competências desenvolvidas pela organização melhor gerir os objetivos do DS. Para tanto é necessário a Educação para o Desenvolvimento Sustentável (EDS) inserida em conteúdos dos cursos de administração, e que tem como objetivo o enfoque em se construir uma sociedade que se desenvolva de maneira sustentável, preparando profissionais que conheçam gestão para atuarem em organizações de diferentes maneiras em busca do desenvolvimento sem prejudicar o ambiente para que ele se mantenha para gerações futuras. Assim, para se alcançar o objetivo proposto, esta pesquisa foi efetuada uma pesquisa de levantamento por amostragem (amostra por conveniência) com profissionais do DS nas organizações brasileiras; e com coordenadores de curso e docentes, ainda houve a pesquisa documental por meio de uma análise de conteúdo dos Projetos Pedagógicos de Curso (PPC), planos de ensino, grades curriculares e ementas de cursos de administração com notas quatro e cinco no Exame Nacional de Desempenho dos Estudantes (ENADE) e/ou signatários do Principles for Responsible Management Education (PRME); a terceira etapa se constituiu da comparação dos dados obtidos nestas duas etapas anteriores e finalmente a etapa quatro que relacionou todas as etapas para responder o objetivo geral do trabalho. Dentre os principais resultados obtidos têm-se que há concordância entre os docentes e profissionais no que tange ao conceito de DS, ambos percebem o TBL como principal; no entanto quando comparados com os conteúdos encontrados nos documentos analisados a maioria destes não possuem a abordagem TBL, mas tendem a ter mais assuntos relacionados à dimensão ambiental, que acaba por coincidir com a maior área de atuação dos profissionais que responderam a esta pesquisa; sobre a abordagem dada ao DS, todos concordam que o mesmo deve estar diretamente ligado às estratégias das organizações. Apesar destas concordâncias, o que ocorre nas organizações ainda está distante da visão dos acadêmicos. O outro resultado importante deste trabalho é que os profissionais e acadêmicos concordam que o administrador precisa saber trabalhar de forma interdisciplinar, unindo questões financeiras, ambientais e sociais; ter pensamento sistêmico; conhecer o modelo do TBL e ter resiliência, dentre as competências do profissional. Já em relação às competências distintivas, ambos concordam que as mais importantes estão relacionadas à dimensão social; e sobre as competências foco, ambos concordam que as mais importantes estão relacionadas a abordar o TBL de forma completa e sempre voltado ao benefício de todos os stakeholders. Baseando-se nestes resultados foram propostos modelos de melhoria do EDS para os cursos de administração. / The objective of this research is to elucidate the relationship between academia´s and professionals\' perceptions of the competencies for Corporate Sustainable Development (CSD), comparing what is taught in management courses to what is needed in practice in Brazilian organizations. Regarding the concept of CSD and the Triple Bottom Line (TBL), there are specific competences for the Sustainable Development (SD) management: organizational competences (linked to the CSD, through strategies to achieve the SD concept of TBL); distinctive competences (covering competences in each of the TBL dimensions) and focus competences (which address the dimensions together) and still have the individual competences (usually discussed in management courses) to better manage the CSD together with the competences developed by the organizations. Hence it is necessary the Education for Sustainable Development (ESD) inserted in the contents of the management courses, and that aims to focus on building a society that develops in a sustainable way, preparing professionals who know management to work in organizations in different ways in order to develop without harming the environment so that it remains for future generations. Thus, to achieve the proposed objective, this research was developed in four stages: the first with the professionals who work with the SD in organizations, through a sampling survey (convenience sampling). The second with the academy, including the course coordinators and faculty in a survey research and a documentary research through a content analysis of the pedagogical documentation from management courses with grades four and five in the National Student Performance Examination (ENADE) and/or signatories of Principles for Responsible Management Education (PRME). The third stage was the comparison of the data obtained in these two previous steps. The fourth step aimed to answer the core objective of the research. Among the main results, there is an agreement between the faculty and professionals concerning the concept of SD, both perceived the TBL as most important concept. However, when compared to the contents found in the documents analyzed most of these do not have the TBL approach, but the environmental dimension, which corresponded to the area of activity of the most professionals who answered this research. On the approach given to the SD, everyone agrees that the same should be directly linked to the strategies of the organizations. Despite these consensus, what happens in organizations is still far from the vision of the faculty. The other important result is that the professionals and faculty agree that the manager needs to know how to work interdisciplinary, uniting financial, environmental and social issues; to think in a systemic way; to understand the TBL and to be resilient, among the professional competences. About the distinctive competences, both agree that the most important ones are related to the social dimension. And on the focus competences both agree that the most important ones are related to addressing the TBL in a complete means and always focused to the benefit of all stakeholders. Based on these results, it was proposed models to improve the ESD for the management courses.

The UN Decade of Education for Sustainable Development is approaching its end and it is important to investigate the effects of the efforts to implement education for sustainable development (ESD) nationally, before decisions on forthcoming efforts are made. There are few investigations of the effect of ESD implementation that take a broad approach. In order to measure the educational effects of ESD implementation broadly and inclusively, I introduce the concept of sustainability consciousness (SC), which will be operationalized into the research through a Likert scale questionnaire. This licentiate thesis contributes new knowledge on the implementation of ESD in the Swedish school system as reflected in young people’s SC. Two studies have been conducted. In the first study, I investigated the effects of ESD implementation by a comparison of SC between students in schools with an explicit ESD approach and control schools without an explicit approach. In the second study, I investigated whether the perceptual dip among adolescents found in the field of environmental education was also present in the economic and social dimensions of their SC in addition to the environmental one. The total sample included 2 413 students in 6th, 9th and 12th grades of the Swedish schools system. Results of the two studies indicate that the implementation of ESD in the Swedish compulsory school system does not seem to have been particularly successful as there are only small positive effects of an explicit ESD approach in 6th grade and even a small negative effect of an explicit ESD approach in the 9th grade. Furthermore, the dip in adolescent 9th graders’ SC is confirmed. This indicates that different age groups tackle the effects of the prevailing traditional sustainability teaching in different ways, which suggests that ESD in schools need to be adapted to different levels. / Baksidestext: The UN Decade of Education for Sustainable Development is drawing to an end and it is important to investigate the effects of implementing education for sustainable development (ESD) nationally. This thesis contributes new knowledge on the implementation of ESD in the Swedish school system. The concept of sustainability consciousness (SC) is introduced and operationalized to measure the educational effects of ESD by taking a broad and inclusive approach in two studies with a total of 2 413 students in 6th, 9th, and 12th grades. The first study investigated differences in students’ SC by comparing students in schools with an explicit ESD approach and control schools without an explicit approach. The second study investigated if there is a dip in 9th graders’ SC in comparison with younger and older age groups. Results reveal that the implementation of ESD in the Swedish schools does not seem to have been particularly successful as there are only small effects of an explicit ESD approach. A dip in adolescent 9th graders’ SC is also confirmed. Different age groups respond to the prevailing traditional sustainability teaching in different ways, which suggest that ESD in schools need to be adapted to different levels.

Esta tese teve como objetivo compreender o processo de construção da nova matriz curricular integrada de um curso de Administração, identificando qual o espaço que a educação para o desenvolvimento sustentável (EDS) ocupa, com base na Teoria da Atividade Histórico-Cultural. Para a consecução do objetivo, foi necessário entender o contexto geral de ação, mapeando a atuação das demais IES da cidade, sendo possível perceber que existem algumas diferenças perceptíveis quando da análise mais apurada ou mesmo em um comparativo, porém, percebe-se que para o público em geral, as nuanças que seriam os diferenciais dos cursos, são pouco evidenciadas. O entendimento da instituição e curso também foi necessário, pautando seus principais acontecimentos ao longo dos anos de existência. O curso existe desde 1999 e esta foi a segunda alteração da matriz original, que congregou a integração de atividades entre três cursos, a saber, Administração, Ciências Contábeis e Ciências Econômicas, a partir da proposição de criação de uma Escola de Negócios. A ótica de análise dos dados se deu a partir da visão e percepção dos professores do curso de Administração. A partir do entendimento do contexto, da unidade de análise e das movimentações em prol da mudança da matriz curricular, optou-se pela utilização da Teoria da Atividade Histórico Cultural, que possibilitou a compreensão das tensões e contradições presentes nas atividades dos atores, sendo utilizada como lente teórico metodológica. Desenvolveu-se uma pesquisa classificada como qualitativa, descritiva, por meio de um estudo de caso, refletindo as características peculiares da organização, do curso e do NDE entrevistado. A coleta de dados repercutiu na disposição de algumas projeções estratégias ao curso: (i) capacitação integral dos professores no Moodle, com a finalidade de disponibilizar um portfólio maior de alternativas em sala de aula; (ii) a criação de uma sala temática para que seja possível o trabalho de diversas disciplinas no mesmo âmbito e (iii) a construção de um banco de dados com a disponibilidade de empresas para visitas técnicas, reforçando a proposição de união teoria/ prática. Em relação à análise do sistema de atividade, foi possível perceber que a expansão do objeto da atividade, de acordo com a proposição inicial, no fomento à criação da Escola de Negócios, não aconteceu. As tensões e contradições existentes durante os estudos e reuniões para a mudança da matriz curricular demonstraram que o processo concentrou-se em analisar disciplinas comuns aos três cursos, algo não descaracterizado como importante dentro do processo, porém, sem a possibilidade de expansão do objeto em relação à proposição inicial lançada. Porém, os docentes do curso de Administração conseguem lançar uma ferramenta metodológica de poder construtivo interessante e que autoriza aos demais professores do curso a possibilidade de experienciar atividades conjuntas, que buscam a interdisciplinaridade, chamado Seminário Integrador. Em relação ao espaço que a educação para o desenvolvimento sustentável (EDS) ocupa nas disciplinas, ainda existem limitadores até mesmo de formação dos próprios professores, apesar de ser um imperativo para os entrevistados, a necessidade de inserção e discussão da temática em qualquer área de atuação, não somente pautada na existência de uma disciplina a tratar destes assuntos no curso. A sugestão de trabalho em torno da próxima mudança curricular é que ela seja acompanhada e guiada de maneira mais próxima pela Pró-Reitoria de Graduação ou mesmo por um professor eleito para tal, com a finalidade de entender melhor o processo e mediar discussões, fluxo de informações, devolutivas entre gestão estratégica e os NDE’s de cada curso. / The following dissertation aimed to comprise the process of construction of the new integrated syllabus in a Business Administration major, identifying the space that education for sustainable development (ESD) holds, based on the Cultural-Historical Activity Theory. To achieve the goal, it was necessary to understand the general context of action, mapping the development of other Higher Education Institutions of the city, being possible to embrace the fact that there are some noticeable differences when going through a more or even in a comparison, however, it is clear that for the general public, the nuances that would be the differential of the majors are little highlighted. The improved understanding of the institution and major was also necessary, basing its main events over the years of existence. The major has been active since 1999 and this was the second amendment of the original syllabus, which brought together the integration of activities among three majors, namely, Business Administration, Accounting, and Economics; from proposing the establishment of an Integrated Business School. The data analysis was from the view and perception of Business Administration faculty members. Considering the understanding of the context, the unit of analysis and the effort to change the syllabus, the Cultural-Historical Activity Theory has been chosen, providing a view on the tensions and contradictions in the activities of the actors, being used as a theoretical and methodological baseline. The research developed has been classified as qualitative, descriptive, through a case study, reflecting the unique characteristics of the organization, major and faculty members interviewed. The data collection reflected the willingness of some projections strategies to the major: (i) comprehensive training of professors at Moodle, in order to provide a larger portfolio of alternatives in the classroom; (ii) the creation of a themed room so that many courses can take place simultaneously, and (iii) the construction of a database with the availability of companies for technical visits, strengthening the proposition of putting together theory and practice. Regarding the analysis of the activity system, it was perceived that the expansion of the object of the activity, according to the initial proposal, fostering the creation of the Integrated School of Business, has not happened. The tensions and contradictions during the studies and meetings to change the syllabus demonstrated that the process focused on analyzing subjects common to the three majors, something not mischaracterized as important within the process, but without the possibility of expansion of the object in relation to the initial proposal posed. Notwithstanding, the faculty of Business Administration get to release a methodological tool of interesting constructive power, providing the other teachers of the major the possibility of experiencing joint activities, aiming to interdisciplinary activities called Integrative Seminar. Regarding the space that education for sustainable development (ESD) holds in the courses, there are still limiting factors even in relation to teachers’ education, despite being an imperative to respondents, the need for integration and discussion of the subject in any area, not only guided by the existence of a course to deal with such issues in the major. The suggestion of work regarding the next syllabus change is that it is followed and guided more closely by the Dean’s Office or even by a professor elected to do so, in order to better understand the process and mediate discussions, flow of information, feedback between strategic management and faculty for each major.

Climate change is already affecting communities around the world and the impacts will only get worse, according to scientists, unless we significantly reduce greenhouse gas emissions.  These realities can lead to climate anxiety, not least among youth.  How can teachers educate students about climate change in a constructive way?  This study examines pedagogical reflections from grade school and gymnasium teachers who participated in a professional development workshop entitled “Climate workshop with a bright horizon” organized by The House of Science, the Bolin Center for Climate Research, and Stockholm City.  To address students’ climate anxiety, research says that teaching methods characterized by pluralism, democratic participation, and authenticity can be empowering to students in helping them to engage, act, and cope with unpredictability.  This study identifies opportunities to strengthen these aspects in climate education by, for example, using socio-scientific issue dialogues.

Presentemente, a responsabilidade socioambiental tornou-se um dos temas centrais nas discussões de negócios, com isso, cresceu a necessidade da formação de líderes e gestores com consciência socioambiental. Nesse contexto, identificou-se um crescimento da demanda nos cursos na área de negócios, pela fomação de gestores capazes de fazer a adequada gestão das suas organizações. Essa demanda já vem sendo atendida pelos cursos de Administração e Negócios em Instituições internacionais. Nesse sentido, esta pesquisa tem por objetivo geral analisar como a responsabilidade socioambiental está sendo abordada na formação dos administradores nas Instituições de Ensino Superior da cidade de Caxias do Sul. Como objetivos específicos, visa a identificar como está sendo inserida a temática da responsabilidade socioambiental nos currículos dos cursos de Administração das Instituições de Ensino Supeior (IES) de Caxias do Sul; o nível de engajamento socioambiental das IES pesquisadas; identificar as melhores práticas na inserção da sustentabilidade nos cursos de negócios em Instituições no exterior; fornecer subsídios para uma abordagem de educação que insira a temática sustentabilidade nos currículos de Administração de Empresas. Para atingir os objetivos propostos, foi realizado um estudo de múltiplos casos na cidade de Caxias do Sul com oito IES que ofertam cursos de Administração de Empresas na modalidade presencial. Entre os resultados obtidos, foi identificado que ainda é incipiente a inserção da temática da sustentabilidade nas Instituições pesquisadas. Os professores estão demonstrando interesse por essa temática em decorrência das demandas dos alunos, já nas Instituições do exterior, a introdução da sustentabilidade partiu do engajamento institucional para, então, envolver a comunidade acadêmica. O Ensino Superior faz parte importante do desenvolvimento da sociedade, desse modo, os resultados da pesquisa realizada são retomados no capítulo das considerações finais em que foi possível identificar que existe muito ainda para desenvolver no campo da Educação Superior no que tange à responsabilidade socioambiental. / Currently, environmental responsibility has become a central theme in discussions of business, therewith, the need for increased training of leaders and managers with environmental consciousness. In this context, we identified a growing demand in courses on business, by training managers able to make the proper environmental management of their organizations. This demand is already being met by courses on Business Administration and International Institutions. Accordingly, this research aims to analyze how environmental responsibility is being addressed in the training of administrators in Higher Education Institutions in the city of Caxias do Sul. The specific objectives aim to identify how it is being inserted into the theme of environmental responsibility in the curricula of Institutions in Caxias do Sul, the level of environmental engagement of them; identify the best practices in the integration of sustainability into business courses in overseas institutions and provide support for an approach to education that insert the theme sustainability in the curriculum of Business Administration. To achieve the objectives proposed, a multiple case study has been carried out in the city of Caxias do Sul, with eight institutions that offer courses in Business Administration. Among the results, it has been identified that is still incipient to introduce the theme of sustainability in the institutions surveyed. Teachers are showing interest in this subject due to the demands of the students, now in Institutions abroad; the introduction of sustainability came from institutional engagement; and, then, engages the academic community. Higher Education is important to the development of society, thereby, the results of the survey are contained in the chapter of final considerations where it has been identified that there is much yet to develop in the field of Higher Education with respect to environmental responsibility.

<p>Environmental problems are seen as the first priority that all countries try to find as a solution to be more sustainable. These issues arise due to the lack of our responsibility to the world. Researchers agree on that the starting point in changing our society to be green is to increase environmental awareness (Jiang et al., 1999). Several sectors accept this idea like UNESCO which focuses on education as a tool to promote sustainable development (UNESCO, 2002).</p><p> </p><p>Following UNESCO, our study investigates university students’ environmental awareness. The Authors hope that the outcome not only reflects university performance, but also helps to develop the environment in the future.  Hence, the authors selected the University of Gävle or HiG, as a case study because it is a best practice in Environmental Management System (EMS). Moreover, HiG received the ISO 14001 certificate and it has a continuous improvement program (Sammalisto, 2007, p.69). </p><p> </p><p>The study was started by reviewing research literatures concerning Environmental Management System (EMS), Sustainable Development (SD), Education for Sustainable Development (ESD) and Environmental Awareness. The authors found that there are few studies talking about students’ awareness in universities after being awarded ISO 14001. Notice that the research was seen only from environmental perspective (Flint, 2004).</p><p> </p><p>To answer research questions, two surveys were adopted. The first part focused on teachers and officers (or staffs) who work on environmental issues. While, the second part focused on the students which were divided into Swedish and international.</p><p> </p><p>The research outcomes indicate that HiG has a good EMS performance supported by annual environmental audits, regular policy revision and the attempts to minimize non-conformities. Conversely, when the authors pointed at student awareness, it shows that students have insufficient environmental knowledge. Moreover, some students have lower environmental awareness and act in a less ecological friendly way. Nevertheless, a knowledge problem was also found among several university staffs. This is because of the lack of communication about environmental issues inside the staffs community and lack of environmental education for students.</p><p> </p><p>Whatever the university situation is, there are some groups of staff and students eager to develop themselves and their university. This point of strength could be the best driving force. It can push the university forward until the university reaches sustainable development and it brings the aware graduates into society.</p>

Many Swedish schools collaborate with schools in other countries. This research study focuses teachers’ experiences of transnational school collaboration between Swedish schools and schools in other countries. The aim of the study is to investigate the outcome of such projects and find explanations why teachers make a choice to use international school twinning as a part of their teaching in environmental education. The study concentrates on teachers’ motives for involving their students in transnational school exchange regarding environmental issues. A part of the investigation is also to elucidate how teachers conceive cultural meeting and cooperation that occurs in the context of transnational school exchange projects. The conditions for carrying on such projects are also investigated. The study uses semi-structured interviews with upper secondary school teachers from Sweden and Britain. Most interviews were performed at the respective teachers’ schools. The processing of the interviews consists of transcribing followed by a narrative report and analysis. The investigation shows that the teachers find that their students’ personal development is highly improved by international school exchange both through experiencing a different culture and cooperating with young people from another country. The teachers also believe that their students’ environmental awareness is improved by experiencing investigations and collaboration in another part of the world. The positive effects from the exchange projects are also considered as mutual for the students in both of the cooperating countries.