Abstract
Məqalə ali təhsildə Davamlı İnkişaf üçün Təhsil (ESD) konsepsiyasının rolunu araşdırır. ESD, BMT təşəbbüsü ilə yaradılıb və UNESCO-nun “ESD Onilliyi” ilə 2015-ci il Dayanıqlı İnkişaf Məqsədləri çərçivəsində aktuallaşıb. Universitetlər tələbələrin etik lider və davamlı inkişaf dəstəkçiləri kimi formalaşmasında strateji platforma rolunu oynayır, bu isə kurikulumların yenilənməsi, tələbə-icma əməkdaşlığı və ekoloji praktikaların tətbiqi ilə təmin edilir. Eyni zamanda, maliyyə və resurs çatışmazlığı, məhdud tədris proqramları və müəllim təcrübəsinin azlığı kimi çətinliklər mövcuddur ki, bunların aradan qaldırılması üçün strateji yanaşmalar və beynəlxalq əməkdaşlıqlar zəruridir.
References
- Abdelnaeim, S., El-Bassiouny, N., & Hauser, C. (2025). The role of service quality in achieving sustainable development goal 3: shaping students' psychological well-being in an Egyptian higher education context. Management & Sustainability: An Arab Review, 4 (1), 4-23.
- Adams, C. A. (2013). Sustainability reporting and performance management in universities: Challenges and benefits. Sustainability Accounting, Management and Policy Journal, 4(3), 384-392.
- Bonilla-Jurado, D. et al. (2024). Advancing university education: exploring the benefits of Education for Sustainable Development. Sustainability, 16 (17), 7847.
- Braßler, M., & Sprenger, S. (2021). Fostering sustainability knowledge, attitudes, and behaviours through a tutor-supported interdisciplinary course in education for sustainable development. Sustainability, 13 (6), 3494.
- Bulut, B., & Çakmak, Z. (2018). Sürdürülebilir Kalkınma Eğitimi Ve Öğretim Programlarına Yansımaları. Uluslararası Türkçe Edebiyat Kültür Eğitim (TEKE) Dergisi, 7 (4), 2680-2697.
- Cortese, A. D. (2003). The critical role of higher education in creating a sustainable future. Planning for higher education, 31 (3), 15-22. Franco, I., Saito, O., Vaughter, P., Whereat, J., Kanie, N., & Takemoto, K. (2019). Higher education for sustainable development: Actioning the global goals in policy, curriculum and practice. Sustainability Science, 14 (6), 1621-1642.
- Goller, A., & Rieckmann, M. (2022). What do we know about teacher educators’ perceptions of education for sustainable development? A systematic literature review. Journal of Teacher Education for Sustainability, 24 (1), 19-34.
- González García, E., Colomo Magaña, E., & Cívico Ariza, A. (2020). Quality education as a sustainable development goal in the context of 2030 agenda: Bibliometric approach. Sustainability, 12 (15), 5884.
- Jellinek, N. (2018). Sustainability and the teaching context: the role of university educators. Katarzyna Iwińska, Michael Jones, Magdalena Kraszewska (Edited by). (s. 31-43), Widening interdisciplinary sustainability Education Collegium Civitas.
- Li, Y., Liao, T., & Li, J. (2023). Optimizing Higher Education for sustainable development through the design and implementation of the Global Engagement Program. Sustainability, 15 (13), 10098.
- Lozano, R. et al., (2015). A review of commitment and implementation of sustainable development in higher education: results from a worldwide survey. Journal of cleaner production, 108, 1-18.
- Mokski, E., et al. (2023). Education for sustainable development in higher education institutions: an approach for effective interdisciplinarity. International Journal of Sustainability in Higher Education, 24 (1), 96-117.
- Muijen, H. (2004). Integrating value education and sustainable development into a Dutch university curriculum. International Journal of Sustainability in Higher Education, 5 (1), 21-32.
- Parker, J., Wade, R., & Atkinson, H. (2013). Citizenship and community from local to global: Implications for higher education of a global citizenship approach. In The sustainability curriculum (pp. 63-77). Routledge.
- Shriberg, M. (2002). Institutional assessment tools for sustainability in higher education: strengths, weaknesses, and implications for practice and theory. Higher education policy, 15 (2), 153-167.
- Şardagı, E. (2022). Sürdürülebilirlikte eğitimin rolü: Türkiye’deki halkla ilişkiler lisans programları üzerine bir araştırma. Türkiye İletişim Araştırmaları Dergisi, (39), 197-215.
- United Nations Environment Programme. (2006) Education for Sustainable Development Innovations. Programmes for Universities in Africa, Nairobi, UNEP: http://www.unep.org/training/mesa/toolkit.asp.
Abstract
This article analyses the role of Education for Sustainable Development (ESD) in higher education. ESD was initiated by the UN and gained importance within the framework of UNESCO's ‘Decade of ESD’ and the 2015 Sustainable Development Goals. Universities play a strategic role in educating students as ethical leaders and supporters of sustainable development by updating curricula, ensuring student-community cooperation and implementing environmental practices. At the same time, there are challenges such as lack of funding and resources, limited curricula, lack of teacher experience, and strategic approaches and international co-operation are needed to overcome them.
Keywords
Sustainable Development Higher Education University Strategic Approaches International Cooperation
References
- Abdelnaeim, S., El-Bassiouny, N., & Hauser, C. (2025). The role of service quality in achieving sustainable development goal 3: shaping students' psychological well-being in an Egyptian higher education context. Management & Sustainability: An Arab Review, 4 (1), 4-23.
- Adams, C. A. (2013). Sustainability reporting and performance management in universities: Challenges and benefits. Sustainability Accounting, Management and Policy Journal, 4(3), 384-392.
- Bonilla-Jurado, D. et al. (2024). Advancing university education: exploring the benefits of Education for Sustainable Development. Sustainability, 16 (17), 7847.
- Braßler, M., & Sprenger, S. (2021). Fostering sustainability knowledge, attitudes, and behaviours through a tutor-supported interdisciplinary course in education for sustainable development. Sustainability, 13 (6), 3494.
- Bulut, B., & Çakmak, Z. (2018). Sürdürülebilir Kalkınma Eğitimi Ve Öğretim Programlarına Yansımaları. Uluslararası Türkçe Edebiyat Kültür Eğitim (TEKE) Dergisi, 7 (4), 2680-2697.
- Cortese, A. D. (2003). The critical role of higher education in creating a sustainable future. Planning for higher education, 31 (3), 15-22. Franco, I., Saito, O., Vaughter, P., Whereat, J., Kanie, N., & Takemoto, K. (2019). Higher education for sustainable development: Actioning the global goals in policy, curriculum and practice. Sustainability Science, 14 (6), 1621-1642.
- Goller, A., & Rieckmann, M. (2022). What do we know about teacher educators’ perceptions of education for sustainable development? A systematic literature review. Journal of Teacher Education for Sustainability, 24 (1), 19-34.
- González García, E., Colomo Magaña, E., & Cívico Ariza, A. (2020). Quality education as a sustainable development goal in the context of 2030 agenda: Bibliometric approach. Sustainability, 12 (15), 5884.
- Jellinek, N. (2018). Sustainability and the teaching context: the role of university educators. Katarzyna Iwińska, Michael Jones, Magdalena Kraszewska (Edited by). (s. 31-43), Widening interdisciplinary sustainability Education Collegium Civitas.
- Li, Y., Liao, T., & Li, J. (2023). Optimizing Higher Education for sustainable development through the design and implementation of the Global Engagement Program. Sustainability, 15 (13), 10098.
- Lozano, R. et al., (2015). A review of commitment and implementation of sustainable development in higher education: results from a worldwide survey. Journal of cleaner production, 108, 1-18.
- Mokski, E., et al. (2023). Education for sustainable development in higher education institutions: an approach for effective interdisciplinarity. International Journal of Sustainability in Higher Education, 24 (1), 96-117.
- Muijen, H. (2004). Integrating value education and sustainable development into a Dutch university curriculum. International Journal of Sustainability in Higher Education, 5 (1), 21-32.
- Parker, J., Wade, R., & Atkinson, H. (2013). Citizenship and community from local to global: Implications for higher education of a global citizenship approach. In The sustainability curriculum (pp. 63-77). Routledge.
- Shriberg, M. (2002). Institutional assessment tools for sustainability in higher education: strengths, weaknesses, and implications for practice and theory. Higher education policy, 15 (2), 153-167.
- Şardagı, E. (2022). Sürdürülebilirlikte eğitimin rolü: Türkiye’deki halkla ilişkiler lisans programları üzerine bir araştırma. Türkiye İletişim Araştırmaları Dergisi, (39), 197-215.
- United Nations Environment Programme. (2006) Education for Sustainable Development Innovations. Programmes for Universities in Africa, Nairobi, UNEP: http://www.unep.org/training/mesa/toolkit.asp.
Details
| Primary Language | Turkish |
|---|---|
| Subjects | Development of Science, Technology and Engineering Education and Programs |
| Journal Section | Articles |
| Authors | |
| Early Pub Date | March 13, 2025 |
| Publication Date | |
| Submission Date | December 10, 2024 |
| Acceptance Date | February 10, 2025 |
| Published in Issue | Year 2025 Volume: 12 Issue: 1 |
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