In today’s world, concern has been raised about that the existing means of development are unsustainable. As a solution Education for Sustainable Development (ESD) has been engaged around the world as a step to build a more sustainable society. Throughout the United Nations Decade of Education for Sustainable Development (DESD), Japan has promoted ESD through addressing it in the national educational law and plans as well as emphasizing it in course of study. As the DESD reached its end, this study aims to shed light on how ESD, an international framework, is understood and implemented on a micro level. Through a qualitative case study focused on the selected elementary and junior high schools in Kesennuma City, Miyagi, Japan, the findings show that local unique characteristics such as environmental and social factors influence the implementation of ESD. Furthermore, the findings also illustrate that learning of ESD takes place at various locations beyond the classrooms where the participants get involved in the local community that provides various professional knowledge and skills. Through the learning of ESD, which emphasizes experience and interaction with the learning partners, the aim is to foster the students’ abilities to think critically, identify a problem independently and take actions as well as to cooperate with others. At the same time, the study also shows that a holistic understanding of ESD from the teachers’ is needed in order to integrate ESD into the entire education.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:su-118868 |
| Date | January 1900 |
| Creators | Watanabe, Rin |
| Publisher | Stockholms universitet, Avdelningen för internationell och jämförande pedagogik |
| Source Sets | DiVA Archive at Upsalla University |
| Language | English |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/embargoedAccess |
Page generated in 0.0015 seconds