Global Learning for Sustainable Development in Higher Education: Recent Trends and a Critique

Autor/inn/en	Anderberg, Elsie; Norden, Birgitta; Hansson, Birgit
Titel	Global Learning for Sustainable Development in Higher Education: Recent Trends and a Critique
Quelle	In: International Journal of Sustainability in Higher Education, 10 (2009) 4, S.368-378 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-6370
DOI	10.1108/14676370910990710
Schlagwörter	Global Education; Sustainable Development; Trend Analysis; Higher Education; Environmental Education; Educational Trends; Curriculum Design; Competency Based Education; Student Responsibility; Teacher Responsibility; Role of Education + Suchen Sie Ihr Suchwort? Globales Lernen; Nachhaltige Entwicklung; Trendanalyse; Hochschulbildung; Hochschulsystem; Hochschulwesen; Umweltbildung; Umwelterziehung; Umweltpädagogik; Bildungsentwicklung; Lehrplangestaltung; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Lehrverpflichtung; Bildungsauftrag
Abstract	Purpose: The purpose of this paper is to provide a synopsis of some major trends that have marked discussions on global learning for sustainable development (GLSD) in higher education. The aim is formulated against the background of the complexity represented in GLSD, as well as the fact that sustainable development (SD) is an issue of global interest for universities. Design/methodology/approach: The authors conducted an overview in recent trends in research on GLSD in higher education over the last 20 years, based on the combination of the keyword higher education for Sustainable Development with global learning (GL) and global education. Findings: The overview suggests that only relatively limited steps have been implemented to achieve GLSD, and rhetoric still dominates the discussions. It appears that little empirical research has been undertaken on learning in global settings. Several authors have identified the need for a competence-based curriculum for GLSD. Originality/value: Universities, professionals and students need to take greater responsibility. How knowledge, values and abilities are formed and developed from the global learners perspective therefore, remains an open and fundamental question. The paper underlines the crucial role that higher education plays in GL for sustainability. (Contains 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10