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Adefila, Arinola; Arrobbio, Osman; Brown, Geraldine; Robinson, Zoe; Spolander, Gary; Soliev, Ilkhom; Willers, Bret; Morini, Luca; Padovan, Dario; Wimpenny, Katherine – Journal of Teacher Education for Sustainability, 2021
Education for Sustainable Development (ESD) is increasingly embedded in higher education (HE) due to the current emphasis on tackling the environmental crisis. Similarly, Civic Society Organisations are expanding their mobilization and practical action in communities. These approaches can reach almost all people on the planet and open avenues for…
Descriptors: Cooperative Learning, Electronic Learning, International Cooperation, World Problems
Sunthonkanokpong, Wisuit; Murphy, Elizabeth – Journal of Teacher Education for Sustainability, 2019
Sustainable Development Goal 4 (SDG 4) focuses on ensuring inclusive and equitable, quality education and lifelong learning opportunities for all. One of the three means of implementation of SDG 4 targets is SDG 4c which calls on countries and donors to significantly increase the supply of qualified teachers in developing and underdeveloped…
Descriptors: Educational Quality, Equal Education, Inclusion, Lifelong Learning
Teacher Educators' and Teacher Trainees' Perspective on Teacher Training for Sustainable Development
Nketsia, William; Opoku, Maxwell Peprah; Saloviita, Timo; Tracey, Danielle – Journal of Teacher Education for Sustainability, 2020
In accordance with Sustainable Development Goal 4 (SDG 4), countries across the globe are striving to ensure equitable access to inclusive, quality and lifelong educational opportunities for all children, youth and adults by 2030. Teacher education has been identified as one of the key factors in the achievement of the SDG 4 targets. As part of…
Descriptors: Teacher Educators, Preservice Teachers, Teacher Attitudes, Student Attitudes
Esfandiari, Rajab; Hesani, Sepideh – Journal of Teacher Education for Sustainability, 2019
Life-long learning requires that language learners be well prepared for the target situations they will be operating in. To achieve this goal and to improve education for sustainable development, language teachers and language educators need to motivate language learners to participate in the target language. The present study, therefore,…
Descriptors: Second Language Learning, Second Language Instruction, Self Concept, Personal Autonomy
Jirgensons, Merija; Kapenieks, Janis – Journal of Teacher Education for Sustainability, 2018
Blockchain educational technology has created assessment and management tools for learner credentials that are permanent, transparent and sustainable while giving users direct access. Personal encrypted credentials enable users to shape lifelong learning pathways and personalizes education according to individual values and needs. They allow for…
Descriptors: Educational Technology, Credentials, Recognition (Achievement), Lifelong Learning
Sumaryanta; Mardapi, Djemari; Sugiman; Herawan, Tutut – Journal of Teacher Education for Sustainability, 2019
Teacher empowerment is a central issue in relation to the efforts to improve the quality of education. However, teacher empowerment will remain an abstract idea if its implementation is not supported by an appropriate strategy. The demands for a quality education will be unreciprocated if teachers do not have the opportunity to empower themselves.…
Descriptors: Foreign Countries, Sustainable Development, Teacher Empowerment, Educational Quality
Pipere, Anita; Micule, Ilona – Journal of Teacher Education for Sustainability, 2014
Individual in-depth, semi-structured interviews with three mathematics teachers were conducted to investigate the dynamics of their life-long relationships with mathematics, synthesised as mathematical identity from different identity positions in the context of dialogical self. The qualitative data were scrutinised employing interpretive…
Descriptors: Semi Structured Interviews, Mathematics Teachers, Identification (Psychology), Professional Identity
Jonane, Lolita – Journal of Teacher Education for Sustainability, 2015
The role of analogies as tools for teaching difficult science concepts has been widely discussed in science education. The application of analogies in the context of sustainable education involves richer potential. The purposeful use of appropriate analogies can facilitate analogical thinking and transfer skills, as well as develop abilities which…
Descriptors: Teaching Methods, Physics, Science Education, Figurative Language