Sustainability (English)

[2M04] Global RCE Network: Action-oriented Education for Sustainable Development

*Jongwhi Park², *Sawaros Thanapornsangsuth^1,2, *Shengru Li², Fred Emmanuel Sato² (1. Tokyo Institute of Technology, 2. Institute of Advanced Studies, United Nations University)

Keywords:education for sustainable development, sustainable development goals, action oriented pedagogies, environmental education , innovative pedagogies

Leveraging the United Nations University’s global network of Regional Centres of Expertise (RCEs) on Education for Sustainable Development (ESD), this paper investigates RCEs that exemplify Action-oriented Pedagogies for ESD (AOP for ESD) through case studies. The research aims to contribute to translating the global agenda of Sustainable Development Goals (SDGs) into local actions through empirically proven pedagogies. ESD necessitates holistic and transformational pedagogies to foster knowledge, skills, and intentions for a sustainable society, including critical thinking, collaboration, empathy, communication, and responsibility for future generations. Action-oriented learning is crucial for progressing ESD. Suitable ESD teaching and learning methods should be interactive, participatory, research-based, and action-oriented. Action-oriented pedagogies like problem-based and challenge-based learning promote active learning and problem-solving (Sinakou et al., 2022; Varela-Losada, et al., 2016; Lambrechts et al., 2013). To identify RCEs exemplifying AOP for ESD, the researchers accessed RCEs' activity reports submitted to the RCE Secretariat, providing an overview of global initiatives and projects. The reports were reviewed to identify RCEs with evidence of employing AOP for ESD. Purposive sampling was used to select RCEs for case studies based on their alignment with AOP for ESD principles, community-based approaches, regional relevance, and empirical soundness. This paper presents two RCE case studies applying AOP for ESD. The first case study focuses on RCE Minna in west-central Nigeria, which established a pedagogy involving students in developing and caring for a school vegetable garden. This hands-on experience addressed topics like soil fertility, water conservation, and nutrition while integrating lessons from chemistry, geography, and human health, contributing to SDG 2: Zero Hunger. The second case study features RCE Severn in England, United Kingdom, where the "The Thread Counts" project engages businesses and fashion designers to reduce textile waste. The project promotes peer-to-peer learning, research and development, and industry partnerships to make a local impact. Schools collaborate with communities to foster circular economy principles, textile repair, and upcycling. Community clothes swaps and repair initiatives have emerged as a result, contributing to SDG 12: Responsible Consumption and Production. In short, this paper highlights innovative teaching and learning activities carried out by RCEs, fostering AOP for ESD while addressing unique local contexts. The findings emphasize the importance of integrating sustainable development goals into local actions through action-oriented pedagogies.