Diploma thesis deals with the evaluation of results in global development education. It describes bases and content of global development education and its expected results. It compares quantitative and qualitative methods of measuring results considering their ability to measure real contribution of the evaluated activity. It highlights the need to demonstrate the validity and reliability of a measurement. It explains the role of values, criteria and indicators in the evaluation. Furthermore, the thesis deals with the measurement of contribution specifically in the area of global development education. It provides an overview of measurements made in global development education according to their validity. It also offers a list of quality criteria used in global development education. The research part of the thesis presents the results of an investigation which aimed to determine how selected Czech organizations dealing with global development education evaluate the results of their activities. It tries to determine what facilitates the evaluation of results and what represents a barrier to it. It results from a qualitative analysis of interviews and written materials provided by the organizations.

The primary purpose of this book is to serve as a resource in teacher preparation programs. It is also intended to serve as an instructional resource in P‐12 education. The book will be especially useful in methods of teaching and foundational courses both at the elementary and secondary education levels. The book contains pertinent instructional topics, units and lessons in global education and social justice themes. The secondary purpose of this book is to serve as a resource for graduate students and researchers whose interest is global and social justice education.

Many new forms of tourism have emerged over the past two decades claiming to provide an alternative, responsible approach to international travel. Unlike ecotourism and volunteer tourism, travel centered on solidarity activism has not been thoroughly explored in the academic literature. Through narrative interviews conducted with organizational staff, former travelers, and members of a rural host community, this study profiles three organizations that organize solidarity travel experiences in Nicaragua. Qualitative analysis of the interviews and secondary materials including blog posts and videos reveals that staff, travelers and community members feel that they benefit from the exchanges that take place during solidarity travel. However, the study participants also articulated a number of concerns and issues with the practice of solidarity travel, including the limited nature of ongoing contact between travelers, coordinating organizations, and the communities that are visited while in Nicaragua. The experience of solidarity travel provided participants with a greater understanding of the connections between Nicaragua and North America, and a critical self-awareness for young travelers in particular, as many were experiencing the Global South for the first time. The successful translation of that exposure and awareness into activism is less certain and is identified as an area for future improvement of the overall solidarity travel experience. Overall, this study contributes to the emerging literature on solidarity travel by comparing three organizations with different missions and methods, and showing how solidarity can be enacted in a variety of ways through travel. Through the inclusion of three distinct groups of participants, this study also highlights similarities and differences related to the way solidarity travel is experienced by members of these groups.

This research project is based upon the assumption that humanity is passing through a period of great transition, or “Great Turning,” in which we have a critical opportunity to pass from a destructive “industrial growth society” to a “life-sustaining society” (Macy and Brown, 1998). I argue that the current scale of social, political, environmental, economic, psychological, and spiritual challenges reflects an underlying “disconnect disorder” (Arabena, 2006), and that these combined external and internal crises present an opportunity for widespread transformative learning and a collective shift. My core hypothesis is that this transition depends on humanity’s ability to engage in a dual process of individual and collective transformation through remembering our connections with ourselves, with one another, with the natural world, and with a sense of purposeful engagement in the world. I investigate this hypothesis through an in-depth, relational study of the Ecology of Leadership program (EOL) at the Regenerative Design Institute (RDI) in Bolinas, California, an organization that aims to “serve as catalyst for a revolution in the way humans relate to the natural world.” The Ecology of Leadership represents a unique model of transformative adult education that incorporates the principles of “inner permaculture” and regenerative design to support participants in cultivating personal and collective transformation. I introduce a “relational” theory and methodological approach, which centralizes Indigenous and ecological principles of relationship, respect, reciprocity, and regeneration. Using interviews (p=20), surveys (p=409), arts-based data (p=12), sharing circles (p=8), and participatory research, I integrate personal and participant narratives together with images, graphics, poems, and practices to bring this case study of the Ecology of Leadership to life. I also advocate for a new model of “regenerative research,” in which the research itself is life-giving and contributes to the healing, transformation, and regeneration of the researcher, the community of research, and the whole system. Based upon my interactions, observations, and interviews in the EOL program and my reflections and supportive research, I conclude by articulating the “Ecology of Transformation,” a holistic model for transformation that incorporates inner and outer change with practices for reconnection to oneself, the natural world, and the village.

Many new forms of tourism have emerged over the past two decades claiming to provide an alternative, responsible approach to international travel. Unlike ecotourism and volunteer tourism, travel centered on solidarity activism has not been thoroughly explored in the academic literature. Through narrative interviews conducted with organizational staff, former travelers, and members of a rural host community, this study profiles three organizations that organize solidarity travel experiences in Nicaragua. Qualitative analysis of the interviews and secondary materials including blog posts and videos reveals that staff, travelers and community members feel that they benefit from the exchanges that take place during solidarity travel. However, the study participants also articulated a number of concerns and issues with the practice of solidarity travel, including the limited nature of ongoing contact between travelers, coordinating organizations, and the communities that are visited while in Nicaragua. The experience of solidarity travel provided participants with a greater understanding of the connections between Nicaragua and North America, and a critical self-awareness for young travelers in particular, as many were experiencing the Global South for the first time. The successful translation of that exposure and awareness into activism is less certain and is identified as an area for future improvement of the overall solidarity travel experience. Overall, this study contributes to the emerging literature on solidarity travel by comparing three organizations with different missions and methods, and showing how solidarity can be enacted in a variety of ways through travel. Through the inclusion of three distinct groups of participants, this study also highlights similarities and differences related to the way solidarity travel is experienced by members of these groups.

Education and learning have ever been at the core of The Church of Jesus Christ of Latter-day Saints. Throughout its history that now extends nearly one hundred ninety years, the Church has made numerous attempts to provide educational opportunities for its members. Some attempts have failed, and others were met with some success—though limited, to be sure. In hindsight, most of these efforts were simply laying the foundation for something far greater. At the dawn of the twenty-first century, the groundwork for global Church education had been laid, and the seeds planted. Beginning with a pilot administered through BYU-Idaho, a program known as “Pathway” grew into a worldwide effort that is successfully providing educational opportunities to individuals distanced from such occasion. The Church-affiliated university also created a robust online program, that coupled with Pathway, was providing a largely affordable, yet high-quality education to Church members and even a few other individuals across the globe. Not without its barriers, Pathway and the BYU-Idaho online degree program worked to overcome legal and other limitations in order to create and expand a vigorous offering across cultures, time, and space. Recently, these programs have given root to what is now a global education initiative, collaborating a united effort from each institution affiliated with the Church Educational System.

This study aims to investigate current attitudes towards Sustainable Development among students and evaluate their correlation with two theories of Education for Sustainable Development (ESD). Namely, the Triple Bottom Line (TBL) theory, that emphasises the intersection of three pillars: Profit, People, and Planet; and the Four Components theory, which integrates Socio-economic, Environmental, Legal, and Moral & Ethical dimensions.   The Four Component theory is a recently developed approach that builds upon similar concepts from the TBL model but also incorporates additional critical factors. The research seeks to explore the extent to which these theories influence students' attitudes towards Sustainable Development.   This study intends to provide insights into the role of educational theories in shaping students' attitudes towards Sustainable Development, highlighting potential gaps in current educational practices and the need for more comprehensive approaches to education for sustainable development, ESD. By performing a quantitative study using a self-completion questionnaire, data were collected and analysed with the programme IBM SPSS. The results showed a significant impact on the attitudes towards sustainable development among students from the factors of: People, Socio-economic, Environmental and Legal. The Legal factor yielded a negative impact on the attitudes towards sustainable development whereas the others yielded a positive impact.    The study concluded that neither one of the frameworks, Triple Bottom Line or The Components, offered a complete structure for education for sustainable development on their own. A discussion was brought up imploring the potential of a new framework incorporating the People dimension from Triple Bottom Line together with the Socio-economic-, and Environmental components from the Four Components theory. This framework shows a potential way forward for education for sustainable development and the need for it based on the positive attitudes attained during the study.

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