A Theoretical Framework to Address Education for Sustainability for an Earlier Transition to a Just, Low Carbon and Circular Economy

Autor/inn/en	Scalabrino, Chiara; Navarrete Salvador, Antonio; Oliva Martínez, José María
Titel	A Theoretical Framework to Address Education for Sustainability for an Earlier Transition to a Just, Low Carbon and Circular Economy
Quelle	In: Environmental Education Research, 28 (2022) 5, S.735-766 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Scalabrino, Chiara) ORCID (Navarrete Salvador, Antonio) ORCID (Oliva Martínez, José María)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2022.2031899
Schlagwörter	Sustainability; Environmental Education; Transformative Learning; Sustainable Development; Guidelines; Teaching Methods; Informal Education; Climate; Adult Education; Vocational Education; Workplace Learning; Energy Conservation; Public Sector; Private Sector; Lifelong Learning; Conservation (Environment); Constructivism (Learning); Outcomes of Education; Systems Approach; Fuels; Justice + Suchen Sie Ihr Suchwort? Nachhaltigkeit; Umweltbildung; Umwelterziehung; Umweltpädagogik; Pädagogische Transformation; Nachhaltige Entwicklung; Richtlinien; Teaching method; Lehrmethode; Unterrichtsmethode; Informelle Bildung; Nichtformale Bildung; Klima; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Ausbildung; Berufsbildung; Energieerhaltung; Energiespeicherung; Öffentlicher Sektor; Privater Sektor; Life-long learning; Lebenslanges Lernen; Conservation; Environment; Konservierung; Bewahung; Umwelt; Lernleistung; Schulerfolg; Systemischer Ansatz; Treibstoff; Gerechtigkeit
Abstract	The evolution to a just, Low Carbon and Circular Economy could be accelerated if additional education and training professionals embraced the practical implications of terms such as Education for Sustainable Development (ESD) or for Sustainability (ES). Therefore, this study identified the numerous elements of Environmental and Sustainability Education that are relevant to effectively encourage the implementation of Sustainable Consumption and Production (SCP). The identification of these elements was based on the available literature in the fields that have stemmed from the 'Environmental Education (EE)' and 'Sustainable Development (SD)' movements. Finally, their synthesis was proposed as a 'Theoretical Framework for an ES as Transformative Education for Sustainable Consumption and Production (ESCP) from a complex, critical and constructivist perspective'. This framework is intended as a basis for the reflection on current ES practices and to inspire the realisation of the full potential of ES in formal, non-formal and informal settings, from early childhood to old age learning. Especially, given the Agenda 2030 and the climate emergency, it could serve to improve Adult Learning and Education, Vocational Education and Training and Organisational Training for Sustainability (e.g., courses on energy or water saving, Green Public Procurement, Sustainable Product Design), in public and private organisations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11