Some types of resource management and simulation games often inadvertently deal with theconcept of resource exploitation which is a natural outcome of emulating real-world systems ina digital environment. Sustainable decision-making is imperative for humanity’s sustainedsurvival and teaching the general populace about sustainability and climate through interactivemedia has proven to be an effective tool in increasing such decision-making. ECO (2018) is agame that deals with a simulated climate that reacts to the player’s actions, this makes it apotential candidate for teaching its players about climate change and sustainable decision-making. This paper looks at ECO (2018) through a close reading with the help of a set ofanalytical lenses to ascertain the player’s relationship with sustainability in the game. The extentto which the game’s simulated climate is interwoven with all other aspects of its progressionshows its potential for being a tool used in sustainability education in spite of the fact that itultimately emphasises innovation over sustainability as the main driver of the player’s decisionmaking.

The purpose of this study is to examine hospitality and tourism students' attitudinal process shaping their intentions to work in the sustainable industry. The cognitive-affective-conative-attitude framework is used to examine students' intentions to work in the sustainable industry. This study proposes that intentions to work in the sustainable industry is as a result of students' satisfaction of and affective engagement with programs teaching sustainability courses. Sustainability knowledge, program perceptions and perceived value on sustainability education are identified as the factors impacting satisfaction and affective engagement. Four hundred sixty responses were collected from 14 institutions in the U.S. and Asia. A total of 342 responses were used to test the hypotheses. Factor analysis is used to identify the independent variables of the study, and multiple regression analysis is used to test the hypotheses. The results reveal that students´ satisfaction of programs teaching sustainability courses is as a result of their perceptions the program. Affective engagement with the programs teaching sustainability courses is as a result of their perceptions of the program and perceived value on sustainability education. The findings also provide evidence that affective engagement and program satisfaction are directly associated with intentions to work in the sustainable industry. Finally, the findings provide important implications to ensure sustainability is increasingly integrated into the hospitality and tourism curricula.

The primary objective of this study is to explore the mainstreaming of Education for Sustainable Development (ESD) and Indigenous Knowledge (IK) into Initial Teacher Education (ITE) programs, with a specific focus on the beliefs and attitudes of teacher educators in selected ITE institutions in Indonesia. A comparative case study approach was employed, involving 11 participants who were interviewed using a semi-structured format. The data collected from the interviews were thematically analyzed and triangulated with information obtained from institutional websites and documents. Despite the fundamental differences between the two selected ITE institutions, the study's findings revealed several common patterns. First, it was observed that neither institution had a well-established mainstreaming framework in place. Instead, the integration of ESD primarily relied on a bottom-up approach driven by the efforts of individual educators or specific departments. The emphasis was predominantly on curriculum mainstreaming, with less attention given to other crucial integration elements, such as institution, policy, method, and content. Although some institutional initiatives attempted to address a broader range of integration elements, these efforts were often short-lived and lacked clear direction, resulting in limited communication at the grassroots level. Furthermore, the findings highlighted the significant potential of IK in the mainstreaming process of ESD, despite differing perspectives regarding its function and position. The enduring presence of IK within Indonesian culture and daily life suggests that individuals in society are exposed to IK to varying degrees. This aspect presents a valuable opportunity that can be harnessed in the mainstreaming process. Finally, the study demonstrated that eliciting the beliefs and attitudes of ITE stakeholders provides valuable insights for understanding the current situation and serves as a crucial component of the Reflect stage in Steele’s (2010) Action Research Approach. This approach enables a more comprehensive understanding of the existing context and informs subsequent actions in the mainstreaming process.

Published Article / One of the main tasks of universities is to prepare students for an academic or professional career, and to make them responsible members of society by giving them the motivation and skills to create a better future. Education for Sustainable Development is a core feature of education in a university of the 21th century and in society. In a university, it has two aspects: firstly, to educate students and to help future academics to contribute to sustainable development, secondly, to contribute to sustainability and to spread education for sustainable development in the community. We consider examples of successful cooperation between the university and its stakeholders via projects that are relevant for education for sustainable development. We analyse the success factors and the educational and sustainability impacts of these projects.

In this thesis I advocate and evidence ESD through understanding and analysing the ecology of change in educational organisations, in particular Tertiary Education (TE), during the Decade of Education for Sustainable Development (UNDESD, 2005-2014). I draw on my portfolio of research that examined various aspects of the efforts to mainstream ESD during this decade. My publications, which are referred to in this thesis, are based on experience of my own practice as lecturer, educational development manager and advocate of ESD at local, national and global level. My research approach is broadly based on action research principles. I argue that, to fully understand this complex change process, it is necessary to appreciate the role of the underpinning, and often conflicting, values in TE and how they influence the adoption of ESD. I further discuss the influence of both ‘top-down’ approaches, that are expressed in policies and frameworks, and ‘bottom-up’ approaches that are instigated by communities and individuals with special interests. The influence of the learning environment itself is also examined. Lastly, I make the case that the employment of appropriate action research methodologies can help with gaining a better understanding of this process as well as play a part in the process itself.

Thesis (PhD)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: One of the main features of the Economic and Management Sciences (EMS) learning area is that it prepares learners to participate in an economically complex society where social justice and a healthy environment are key concerns. Teachers are faced with an important learning outcome in the EMS curriculum, namely Sustainable Growth and Development, requiring them to equip learners with an understanding of sustainability and to encourage critical reflection on the related processes. This research aims to explore EMS teachers’ underlying conceptual understanding of sustainable development and to establish how these understandings relate to their teaching practices. The meaning of sustainable development has elicited multiple and contested reactions in the literature. Many authors are in agreement that development strategies should be consistent with the planet’s resources and linked to a balance between society, economy and the environment. However, increased production and consumption resulting from neoliberal economic policies and intensified global competition invariably disturb the earth’s ecosystem. On the one hand, increased economic activity has the advantage of resource development (capital, natural and human resources) that promotes economic growth. On the other hand, this growth occurs at the expense of resource exploitation which in turn leads to environmental degradation, the erosion of cultural identities, health risks and, in many instances, unsustainable lifestyles. There is a growing consensus that knowledge and a changed mindset are required for developing an enhanced focus towards a sustainable future. Education for Sustainable Development (ESD) provides the knowledge, skills, values and theories for promoting sustainable development. The research was conducted within a constructivist-interpretivist paradigm. A case study design strategy, as part of a qualitative research approach, was selected to best answer the research question. The data collection was done by means of the literature reviewed, in-depth interviews and subject-object interviews (written explanations). This was followed by the systematic categorisation and coding of the data by means of content analysis. The main finding of the study was that EMS teachers had a single focus with regard to sustainable development: their understanding predominantly related to the economic pillar of sustainable development. The interrelatedness of the economy, society and the environment to achieve sustainable development objectives was not subjected to much scrutiny. This research showed that there is a need for ESD to be integrated into the EMS discourse. / AFRIKAANSE OPSOMMING: Een van die uitstaande kenmerke van die leerarea: Ekonomiese en Bestuurswetenskappe (EBW) is dat dit leerders voorberei vir deelname binne 'n ekonomies komplekse samelewing waar maatskaplike geregtigheid en ‘n gesonde omgewing ‘n kern-uitdaging vorm. Onderwysers word gekonfronteer met 'n belangrike leeruitkoms in die EBW-kurrikulum, naamlik Volhoubare Groei en Ontwikkeling, wat van hulle verwag om leerders toe te rus met 'n begrip van volhoubaarheid en om kritiese refleksie oor verwante prosesse te stimuleer. Hierdie navorsing het ten doel om die onderliggende konseptuele begrip van volhoubare ontwikkeling by EBW-onderwysers te verken en vas te stel hoe hierdie begrip betrekking het op hul onderrig praktyke. Die betekenis van volhoubare ontwikkeling het verskeie en omstrede reaksies in die literatuur ontlok. Baie outeurs stem saam dat die ontwikkeling van strategieë in ooreenstemming moet wees met die planeet se hulpbronne en gekoppel moet word aan 'n balans tussen die samelewing, die ekonomie en die omgewing. Verhoogde produksie en verbruik, as gevolg van die neoliberale ekonomiese beleid, versterk egter wêreldwye mededinging en versteur sodoende die aarde se ekosisteem. Enersyds het toenemende ekonomiese aktiwiteit die voordeel van hulpbronontwikkeling (kapitaal, natuurlike en menslike hulpbronne) wat ekonomiese groei bevorder. Andersyds vind hierdie groei plaas ten koste van hulpbronbenutting, wat weer lei tot die agteruitgang van die omgewing, die aftakeling van kulturele identiteit, gesondheidsrisiko's, en, in baie gevalle, nie-volhoubare lewenstyle. Daar is 'n groeiende konsensus dat kennis en 'n verandering in denkwyse nodig is om ‘n sterker fokus op 'n volhoubare toekoms te verseker. Opvoeding vir Volhoubare Ontwikkeling (OVO) verskaf die kennis, waardes en teorieë vir die vestiging van volhoubare ontwikkeling. Hierdie navorsing is onderneem binne 'n konstruktivisties-interpretivistiese paradigma. Om die beste antwoord op die navorsingsvraag te bied, is ‘n kwalitatiewe navorsingsbenadering gekies en ‘n gevallestudie-ontwerpstrategie gevolg. As deel van die data-insameling is die literatuur voortdurend verken en in-diepte onderhoude is gevoer, gevolg deur geskrewe verduidelikings. Hierna is die sistematiese kategorisering en kodering van die data deur middel van 'n inhoudsanalise gedoen. Die belangrikste bevinding van die studie was dat die EBW-onderwysers 'n enkele fokus gehad het ten opsigte van volhoubare ontwikkeling: hul begrip het hoofsaaklik betrekking gehad op die ekonomiese pilaar van volhoubare ontwikkeling. Daar was deurgaans 'n gebrek aan kritiese refleksie oor die interverwantskap tussen die ekonomie, die samelewing, die omgewing en die wyse waarop die doelwitte van volhoubare ontwikkeling bereik kan word. Hierdie navorsing het getoon dat daar 'n behoefte bestaan om OVO binne die EBWleerarea te integreer.

„Ohne Nachhaltigkeit gibt es keine gute Zukunft“ betonte die Bildungsstaatssekretärin Cornelia Quennet-Thielen in einem Interview Anfang Oktober (BMBF 2015). Sie erklärte weiter: „Und ohne Bildung bleibt Nachhaltigkeit nur eine Forderung.“ (ebd.) Genau zehn Jahre sind vergangen, seit die Vereinten Nationen die UN-Dekade für Bildung für nachhaltige Entwicklung, kurz BNE, ausriefen. Der Leitgedanken der Nachhaltigkeit sollte über die Bildung Eingang in die Alltagswelten finden. Nun ist die UN-Dekade letztes Jahr zu Ende gegangen. Doch wenn ich mal ehrlich bin – trotz umfassender Bildung durch das Gymnasium und die Hochschule im letzten Jahrzehnt – so wirklich nachhaltig gestalte ich mein Leben nicht, und auch mein ökologischer Fußabdruck ist unverändert zu groß für unsere eine Welt. Erst durch die intensive Auseinandersetzung mit Nachhaltigkeit fühle ich mich in der Lage, diese als Handlungsanleitung zu betrachten. Biosupermärkte, Carsharing und selbstgenähte Einkaufsbeutel sind für mich nun keine Modeerscheinung mehr, sondern mein kleiner persönlicher Beitrag zum wahrscheinlich wichtigsten globalen Ziel des 21. Jahrhunderts. Wieso ist es den Bildungseinrichtungen nicht gelungen, mich von dieser Erkenntnis zu überzeugen? Meine Antwort: Für BNE fühlt sich niemand so wirklich zuständig. In meiner Abschlussarbeit werde ich deswegen aufzeigen, welche bedeutungsvolle Rolle das Leitbild der nachhaltigen Entwicklung im Geographieunterricht spielen sollte. Damit die Inhalte einer BNE auch jeden Schüler erreichen, benötigt die Lehrperson außerdem ein methodisches Grundgerüst, welches auf die Aktivierung aller Schülerinnen und Schüler im Unterricht abzielt. Ich bin von der Wirksamkeit des Unterrichtskonzepts „Kooperatives Lernen“ überzeugt und möchte dessen Vorteile eng mit den zu vermittelnden Inhalten einer BNE verknüpfen. Das abschließende Unterrichtsbeispiel soll aufzeigen, wie sich die beiden Konzeptionen in den Regelschulalltag integrieren lassen. zitierte Literatur: Bundesministerium für Bildung und Forschung (BMBF) (2015): Bildung für nachhaltige Entwicklung muss selbstverständlich werden. – https://www.bmbf.de/de/bildung-fuer-nachhaltige-entwicklung-muss-selbstverstaendlich-werden-1644.html [21.10.2015]

Many researchers argue that there is a demand for a new way of teaching and learning to better equip us for the value pluralistic society we are living in. Research has shown that teachers are reluctant to teach about value pluralistic subjects. This thesis aims to study how rural Mongolian teachers view the human-nature relationship in relation to the current situation in Mongolia, characterized by economic growth and environmental issues. Ethical perspectives are applied on the teachers’ views in order to bring structure to the different ways of viewing the human-nature relationship. The study shows that the teachers’ values change depending on if they look at their personal relationship to nature or put nature in relation to society. The results prove that even though personal values are complex it is possible to bring structure to how we understand them. The result provides an example of how complex value pluralistic issues can be structured in order to enable an understanding of them. Furthermore, the thesis suggests that ethical perspectives can be used in education for sustainable development when striving for a new way of teaching and learning.

This study investigates how young people in upper secondary school express them-selves about environmental issues. The aim of the study is to analyse how expres-sions about the environment can relate to policies of the concept of Education for Sustainable Development, ESD. The study put forward a view of environmental issues also being societal issues. Using a qualitative method of participatory model-ling, partakers creatively visualize their discussions in two workshop-assignments about either consumption or the future in the year 2050 in groups. Young peoples´ expressions about environmental issues can be described in accordance with two-parted ways of thinking about the environment and humanity, either as loosely or firmly connected. Not only do the two-parted ways of thinking apply to relation-ships between the environment and humanity, they are also used in describing a two-parted future trajectory towards either environmental collapse or sustainable futures. Moreover, ways of handling environmental issues are described as two-parted be-tween societal large-scale arrangements and individual efforts. Young people in the study express that they search for “right” things to do in order to reach a sustainable future. While not finding those prescribed solutions fulfilling or feasible either in education, or in society, feelings of powerlessness and hopelessness arise. Participants suggest there is one way to handle environmental issues and evade environmental collapse, which is to urgently turn negative trends into positive ones. Training young people in systemic and complicated ways of thinking open up for feelings of hope and may serve as empowerment in their comprehension of how they can live in the world today. The design, performance and discussions rendered by the study is first and foremost to be seen as a contribution to how young people in upper secondary school can be given time and space to participate in both cognitive and emotional meaning-making processes about environmental issues as societal issues.

L'éducation au développement durable (EDD) a été progressivement intégrée dans les systèmes scolaires français et québécois, ce qui a des conséquences pour les enseignants et leur formation. Cette recherche vise à repérer la manière dont les futurs enseignants québécois de sciences et technologie et d'univers social d'une part et les futurs enseignants français de SVT et d'histoire-géographie d'autre part se représentent le développement durable (DD) et l'EDD. Pour ce faire une approche pluri-méthodologique associant le questionnaire et l'entretien semi-directif est employée. Le cadre théorique, - construit autour des concepts de représentations sociales (RS) et de questions socialement vives -, ainsi qu'une posture interprétative-critique, orientent la lecture et l'interprétation des résultats. L'étude met en lumière une RS du DD qui serait emboitée dans celle de l'environnement-ressource chez les quatre sous-populations interrogées ainsi que des spécificités socioculturelles et/ou professionnelles-disciplinaires, se manifestant notamment par l'intégration des dimensions sociales, politiques et institutionnelles. Au vu de l'ensemble des données recueillies, on retient chez les futurs enseignants interrogés quatre champs de tensions qui reflètent la coexistence de deux approches de l'EDD : l'une transmissive et l'autre socioconstructiviste transformatrice. Cette recherche apporte ainsi un éclairage approfondi et renouvelé quant aux appuis et obstacles à l'institutionnalisation d'une EDD critique et comporte finalement des propositions d'intervention didactique en matière de formation des enseignants susceptibles d'enrichir leurs représentations du DD. / Education for sustainable development (ESD) has been gradually integrated into the school systems of France and Quebec. This has consequences for both teachers and teacher training. This research aims to identify how future Quebecois teachers of science and technology and social studies, on the one hand, and future French teachers of the life and earth sciences and history and geography, on the other hand, represent sustainable development and ESD. To this end, a multi-methodological approach was used that draws on two complementary tools, a questionnaire and semi-structured interviews. A theoretical framework built around the concepts of social representations (SR) and socially acute questions together with a critical-interpretative posture guide the reading and interpretation of the results. The study brings to light a social representation of SD that is nested in the SR of the environment-resources among the four sub-populations surveyed as well as socio-cultural and/or professional-disciplinary specificities, which are manifested in particular by the integration of social, political and institutional dimensions. Based on the data collected, four areas of tension were identified among the future teachers interviewed; these reflect the existence of two approaches to ESD: one transmissive, and the other transformative and social constructivist. This study thus provides an in-depth, up-to-date clarification of the factors that support or hinder the institutionalization of a critical ESD. Finally, it includes proposals for educational intervention in teacher training so as to enrich future teachers' representations of SD.