Suchergebnisse

Although I (Knoester) teach at a small regional university in the Midwestern part of the United States, I was fortunate to teach a seminar last summer that included 12 students from a variety of countries, including three from Saudi Arabia, three from the U.S., two from South Korea, one from Japan, and one each from the United Arab Emirates, Lithuania, and Kuwait. With this interesting mix of students, we embarked on a first-year writing-intensive seminar focusing on the topic "Perspectives on Democracy."

Intro -- Preface -- Contents -- 1 Teaching Education for Sustainable Development: Implications on Learning Programmes at Higher Education -- Abstract -- 1ƒTeaching Education for Sustainable Development: More Than a Question of Definition -- 2ƒThe Complexity of Teaching Education for Sustainable Development -- 3ƒConclusions -- References -- Part I Curriculum Elements and Innovation -- 2 An Approach to Embedding Sustainability into Undergraduate Curriculum: Macquarie University, Australia Case Study -- Abstract -- 1ƒIntroduction -- 2ƒMacquarie University Sustainability Framework -- 3ƒMethod -- 3.1 Sustainability Mapping -- 4ƒResults -- 4.1 Key Findings -- 4.2 Sustainability Mapping Percentages -- 4.3 Overview of Individual Program Findings -- 4.4 Bachelor of Business Administration -- 4.4.1 Key Findings -- 4.5 Bachelor of Mechanical Engineering -- 4.5.1 Key Findings -- 4.6 Bachelor of Media -- 4.6.1 Key Findings -- 4.7 Case Study -- 4.8 Bachelor of Human Science -- 4.8.1 Key Findings -- 4.8.2 Pedagogical Coverage -- 4.8.3 Levels of Learning -- 5ƒDiscussion -- 6ƒConclusion -- References -- 3 Sustainability in the University Curriculum: Teaching Introductory Economics -- Abstract -- 1ƒIntroduction -- 2ƒThe Present State of Introductory Economics Instruction -- 3ƒEstablishing a Foundation for the Incorporation of Sustainability in Introductory Economics -- 4ƒIncorporating Sustainability Culture in Higher Education, Class by Class -- 5ƒPrinciples of Microeconomics: Sustainability Integration Case Study -- 5.1 Life Cycle Assessment Assignment -- 5.2 Reflection Paper Perspectives -- 6ƒConcluding Comments -- 6.1 Economics as a Catalyst -- Appendix A: Assessment Table -- Appendix B: Assignment Learning Outcomes-Instructor Evaluation -- References.

This book introduces readers to the latest research and findings from projects focusing on teaching education for sustainable development at universities. In particular, it describes practical experiences, outline courses, training schemes and other initiatives aimed at promoting better teaching on matters related to sustainable development at institutions of higher education. In order to meet the pressing need for publications to support sustainable development education, the book places special emphasis on state-of-the art descriptions of approaches, methods, initiatives and projects from around the world, illustrating how teaching education for sustainable development can be implemented at the international scale. The book represents a timely contribution to the dissemination of approaches and methods that may improve the way we perceive the importance of teaching education for sustainable development, as well as how we implement it.

This book discusses the role of ESD stakeholders at university level, involving civil society and the private sector and public sectors (including local, national and intergovernmental bodies). In particular, it describes practical experiences, partnerships, networks, and training schemes for increasing the capacity of ESD and other initiatives aimed at promoting education for sustainable development taking place at institutions of higher education. In order to meet the pressing need for publications that may promote stakeholders' involvement in ESD in higher education, the book particularly focuses on state-of-the-art approaches, methods, initiatives and projects from around the world, illustrating the contribution of different stakeholder groups to sustainable development in higher education on an international scale.

This book discusses the role of ESD stakeholders at university level, involving civil society and the private sector and public sectors (including local, national and intergovernmental bodies). In particular, it describes practical experiences, partnerships, networks, and training schemes for increasing the capacity of ESD and other initiatives aimed at promoting education for sustainable development taking place at institutions of higher education. In order to meet the pressing need for publications that may promote stakeholders' involvement in ESD in higher education, the book particularly focuses on state-of-the-art approaches, methods, initiatives and projects from around the world, illustrating the contribution of different stakeholder groups to sustainable development in higher education on an international scale

This study aims to determine the expectations of university students on the part of the Higher Education System and to what extent these expectations are met. Phenomenological approach, which is counted among qualitative research models, was utilized as the research model. The data obtained from student interviews were analyzed by content analysis. Findings were presented as themes and categories. The research participants consist of 21 students studying at different universities and programs in the 2020-2021 academic year. This study ascertained that the opinions of participating students in terms of themes, categories and codes and their satisfaction levels vary depending on the university they attend. Students expect from the Higher Education System that it enables them to get to their dream job, curricula and materials based on their needs, qualified lecturers, a foreign language education, academic freedom, a democratic environment, equal opportunities in education, an substructure, sociocultural and physical-material opportunities, international interaction, practice-oriented opportunities for training/internship and participation in administration. The faculty or program choice is highly determined by the condition of a country, the gained scores in the central examination system, surroundings, offered orientation assistances in secondary education, the quality-perceptions of students related to universities, acquisition of employment and the sufficiency of universities to acquire a profession. Findings of this research made clear, that the level of The Higher Education System responding to the expectations of the students differs according to the possibilities of universities.

The paper contains the original empirical study, based on quantified qualitative questionnaire, containing reflexivity scales - called QRT (Questionnaire to measure the Level of Reflexive Thinking) - developed by Kember et al. (2002) - translated, adjusted, validated and adopted to Polish circumstances. The aim was to compare the reflexivity levels amongst higher education students at differentiated faculties and at different levels of study (bachelor's, Master's and doctoral) to capture dependent variables and to promote reflexivity as a subject of scientific enquiry.