Volume 11 (2009): Issue 1 (June 2009)

Research in knowledge systems for sustainable development (KSSD) seeks to determine how science and technology can be put into effective action at a local level. Teachers in education for sustainability attempt to achieve the same goal. KSSD research has indicated that success is context driven, that panaceas are inappropriate and that knowledge systems at best provide solutions in evolution. In this paper, we describe a teaching framework that we are developing to support KSSD researchers and teachers in education for sustainability based in ecology of education. While a need for ecology in education may be apparent, there is concurrently an equally important need for ecology of education. We argue that one cannot teach ecology in education adequately without an appropriate ecology of education. This paper first explains why teachers need to know this and then describes how teachers of education for sustainability can implement and assess this approach in the classroom.

The article analyzes the implementation of aims and tasks of the UN Decade of Education for Sustainable Development (DESD) (2005-2014) in Latvian higher education institutions (HEI). In the first part of the article the general context of DESD and its' objectives that will be necessary to reach in all levels of education systems are characterized. The second part describes the results obtained from the research on five Education for Sustainable Development (ESD) indicators by considering the situation in two state universities and two regional HEI in Latvia. Educational policies, strategies, curricula, documentations, and different activities in higher education were analyzed in the context of the DESD. Evaluation of the situation in Latvian HEI in general permits the authors to conclude that cooperation on ESD in global context is developed better than local initiatives.

The study highlights how higher education institutions could be proactive leaders in promoting societal change for sustainable development. In total, 30 researchers and teachers of Education for Sustainable Development (ESD) from universities in the Baltic Sea Region participated in the development of a model on learning for sustainable development by introducing educational cases and developing the important factors of ESD, based on these cases, their own experience and theoretical knowledge. The critical factors of ESD were re-developed and categorised into contextual (integrative approach, time perspective and spatiality), mental (value clarification, systemic thinking, critical reflection and motivation building) and activity (partnership, cooperation, communication and participation) related aspects. By using these critical factors in higher education, teachers can more likely ensure that the outcome of the learning process will increase competences for sustainability. The development of the model was based on a constructive research approach rarely used in pedagogical research. Therefore, the study increased the understanding of participants about this qualitative research tradition.

The role of the teacher in the educational process has to be reconsidered within the process of social change. Social cohesion can be viewed as an integral part of sustainable development, based on an integrated, holistic approach to economic, societal and environmental development. The role of teachers needs to be reoriented toward the promotion of social cohesion in education, considering the different subcultures that are present. The empirical study described in this article was carried out in Lithuania as a stage within the VI Framework Project "Strategies for Inclusion and Social Cohesion in Europe from Education". A semi-structured interview designed by an international team was conducted with eight primary school teachers from a Kaunas region basic school. The data obtained through the interviews was subjected for content analysis. The paper concludes that the interviewed primary school teachers tend to act as representatives that enhance the subculture of sustainability.

The multicultural and multilingual nature of the environment creates a necessity to deal with the diversity and social integration, thus making minority education one of the leading themes almost in any education reform today. Georgia, like many other former Soviet republics, experiences the need for multicultural policies. To test the multilingual education model as a tool to respond to urgent needs of the Georgian society in the spheres of education and societal cohesion, an internationally designed and funded Multilingual Education Pilot Project was implemented during the school years 2006 - 2008 in 12 schools in Georgia. During the Pilot Project, 12 research methods and instruments have been devised and implemented. Conclusions from the data analysis have been drawn, and recommendations for a broader implementation of multilingual education in Georgia have been provided. The overall impact of the Project was evaluated as highly satisfactory. The article aims to reflect on project experience, track observable changes in the educational environment, and analyze the pedagogical factors involved in successful implementation of multilingual education and sustainability of the innovations.

Energy as one of the main concepts of sustainable development currently challenges the society in general and education in particular. The paper reflects on study that is a part of EU COMENIUS project. It explores the situation in Latvia with energy topic in non-formal education in the context of education for sustainable development. The teachers and out-of-school experts' views on non-formal energy education are identified using the constructed tools in relation to: 1) teaching materials; 2) readiness to teach energy education, and 3) out-of-school places for this topic. Structured interview and survey were conducted with 20 experts of out-of-school places and 50 teachers. Both qualitative and quantitative data analysis methods were applied. Different conceptual approaches, the best practice examples, challenges and needs, and the main chances for improvement and development in the field were inferred from the data. The recommendations could be useful both locally and globally for education policymakers, teacher training institutions, administrators for improving connections between formal and non-formal education, pre-service, and in-service teacher training.

Teachers are key to the future. Because of enormous future changes, teachers need to re-evaluate their thinking. This study focuses on what student teachers think of the future in preschool and primary school of the year 2030. The questionnaire, conducted in October 2007, reached 76 student teachers from the University of Helsinki in Finland. Of these students, 52 were preschool and 24 primary school student teachers. The research questions were: 1) How important is it that children in preschool and primary school in the year 2030 can use language and communication and can work in groups and in the environment? (2) How can preschool and primary school teachers support language learning and communication in the year 2030? (3) How will children in preschool and primary school in the year 2030 take responsibility for their own (child-centred) learning? The results confirm that preschool and primary school student teachers think very traditionally. Many felt that it would be less important for children in 2030 to speak many languages, and student teachers did not consider the use of computers.

The main task of training secondary school visual art teachers is to develop intelligent, socially active and creative individualities graced by knowledge and skills in pedagogy, psychology and art, as well as by abilities for self-development and self-education. These teachers need well-developed teaching skills and competence, proficiency in promoting their students' acquisition of artistic knowledge and competence in modern art. Besides, they should be able to creatively deal with unusual artistic tasks and to respond to the changes in contemporary art and culture, since alongside the teacher's qualification, these teachers are conferred the Bachelor Degree in Art. Therefore, creative study work is one of the significant stages in the development of professional skills for the prospective secondary school visual art teachers. In order to accomplish the tasks set, the work of the teacher educators should be directed towards the development of student's creative activity, so that they can independently and regularly develop their creative skills. The aim of the study has been stated to work out and theoretically substantiate the model of creative process aimed at facilitation of prospective secondary education art teachers' creative activity.