f5a391de1440350a8d6ac724f1f49f54 sustainability_13_08733.pdf 3222a845995ad9608c815daa30d131c79b54bd7c sustainability_13_08733.pdf f2388edf836208cc2818f3bb3d9685f26aa50ce17af3011bc1fd60d66ac1be9d sustainability_13_08733.pdf Title: Current Practices and Future Pathways towards Competencies in Education for Sustainable Development Subject: The 2030 Agenda for Sustainable Development reflects the urgency to embed the principles of education for sustainable development (ESD) into all levels of education. ESD, understood as an integral part of quality education and where all educational institutions, from preschool to higher education and in non-formal and informal education, can and should foster the development of sustainability competencies. This Special Issue entitled “Competencies in Education for Sustainable Development II” responds to this urgency and the papers presented deliver recent developments in the field of sustainability and ESD competencies. They focus on various perspectives: systematic literature reviews and conceptual contributions; curriculum developments and pedagogical approaches to explore competencies’ development, such as action research, serious games, augmented reality, multi-course project-based learning and group model building processes; testing and validation of assessment tools and processes for linking sustainability competencies to employability and quality assurance processes. The contributions show how the field of sustainability and ESD competencies has become a major focus in recent years and present emerging research developments. Further research efforts need to be put into operationalizing sustainability competencies and developing tools that help measure and assess students’ and educators’ competencies development. Keywords: competencies; education for sustainable development; sustainability; assessment; pedagogical approach; curriculum Author: Gisela Cebrián, Mercè Junyent and Ingrid Mulà Creator: LaTeX with hyperref Producer: pdfTeX-1.40.21 CreationDate: Thu Aug 5 09:06:06 2021 CEST ModDate: Thu Aug 5 09:21:46 2021 CEST Tagged: no UserProperties: no Suspects: no Form: none JavaScript: no Pages: 9 Encrypted: no Page size: 595.276 x 841.89 pts (A4) Page rot: 0 File size: 252050 bytes Optimized: no PDF version: 1.7 name type encoding emb sub uni object ID ------------------------------------ ----------------- ---------------- --- --- --- --------- OHKNFJ+VnURWPalladioL Type 1 Custom yes yes no 10 0 WHZOWU+URWPalladioL-Ital Type 1 Custom yes yes no 15 0 CFDZOO+URWPalladioL-Bold Type 1 Custom yes yes no 20 0 JMJALF+URWPalladioL-Roma Type 1 Custom yes yes no 24 0 UJHCOZ+VnURWPalladioL-Bold Type 1 Custom yes yes no 28 0 IZBVAO+TimesNewRomanPS-BoldItalicMT Type 1C WinAnsi yes yes no 36 0 MCBCCI+SourceSansRoman-Regular Type 1C Custom yes yes no 58 0 MCBCCM+SourceSansRoman.613wght Type 1C Custom yes yes no 62 0 MCBCCO+SourceSansRoman-Bold Type 1C Custom yes yes no 66 0 NJWNDJ+VnURWPalladioL-Italic Type 1 Custom yes yes no 96 0 Jhove (Rel. 1.22.1, 2019-04-17) Date: 2023-05-27 02:50:59 CEST RepresentationInformation: sustainability_13_08733.pdf ReportingModule: PDF-hul, Rel. 1.12.1 (2019-04-17) LastModified: 2023-03-31 12:08:22 CEST Size: 252050 Format: PDF Version: 1.7 Status: Well-Formed and valid SignatureMatches: PDF-hul MIMEtype: application/pdf PDFMetadata: Objects: 184 FreeObjects: 1 IncrementalUpdates: 0 DocumentCatalog: PageLayout: SinglePage PageMode: UseNone Outlines: Item: Title: Introduction Destination: edu.harvard.hul.ois.jhove.module.pdf.PdfSimpleObject@44c8afef Item: Title: Systematic Literature Reviews and Conceptual Contributions Destination: edu.harvard.hul.ois.jhove.module.pdf.PdfSimpleObject@7b69c6ba Item: Title: Pedagogical Approaches and Curriculum Developments Destination: edu.harvard.hul.ois.jhove.module.pdf.PdfSimpleObject@46daef40 Item: Title: Assessment of Competencies and Quality Assurance Processes Destination: edu.harvard.hul.ois.jhove.module.pdf.PdfSimpleObject@12f41634 Item: Title: A Final Reflection Destination: edu.harvard.hul.ois.jhove.module.pdf.PdfSimpleObject@13c27452 Item: Title: References Destination: edu.harvard.hul.ois.jhove.module.pdf.PdfSimpleObject@262b2c86 Info: Title: Current Practices and Future Pathways towards Competencies in Education for Sustainable Development Author: Gisela Cebrián, Mercè Junyent and Ingrid Mulà Subject: The 2030 Agenda for Sustainable Development reflects the urgency to embed the principles of education for sustainable development (ESD) into all levels of education. ESD, understood as an integral part of quality education and where all educational institutions, from preschool to higher education and in non-formal and informal education, can and should foster the development of sustainability competencies. This Special Issue entitled “Competencies in Education for Sustainable Development II” responds to this urgency and the papers presented deliver recent developments in the field of sustainability and ESD competencies. They focus on various perspectives: systematic literature reviews and conceptual contributions; curriculum developments and pedagogical approaches to explore competencies’ development, such as action research, serious games, augmented reality, multi-course project-based learning and group model building processes; testing and validation of assessment tools and processes for linking sustainability competencies to employability and quality assurance processes. The contributions show how the field of sustainability and ESD competencies has become a major focus in recent years and present emerging research developments. Further research efforts need to be put into operationalizing sustainability competencies and developing tools that help measure and assess students’ and educators’ competencies development. 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