Thesis On Education For Sustainable Development
Only then will Scotland’s colleges be effective in producing the sustainability focused society that is required.
By the end of the 1960s there was a growing environmental concern all around the globe.
Moreover, whilst the learning and teaching materials were found to have a modest impact upon the sustainability ethos of those who engaged with them, (particularly upon the students), it was established that effective ESD requires a multi-faceted approach to be successful.
Curriculum development on its own will not achieve the step-change that is required for a future thinking society faced with the environmental challenges that are the result of a growing consumerist population, anthropogenic climate change and increasing social injustice.
In compliance with the critical and interpretive paradigms, in this study the primary research was guided by ontological realism and epistemological interpretivism.
To meet these challenges in Scotland’s colleges, curriculum development must be linked to effective policy, management and drive, as well as campus management, and the recognition of all interested parties and stakeholders as co-constructors of ESD development.
Not only is senior management support vital, there also needs to be a recognised sustainability staff member or group, or an ESD Practitioner, helping to drive the ESD agenda forward.
Consequently, this research focused on sustainable development and education for sustainable development.
Understanding sustainability from a global perspective: exploring the role of education for sustainable development within contemporary education in Ireland. Sustainable Development is one of the greatest challenges of our time, which is relevant both globally and locally.