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Informacje o czasopiśmie
Format
Czasopismo
eISSN
1691-5534
Pierwsze wydanie
04 May 2009
Częstotliwość wydawania
2 razy w roku
Języki
Angielski

Wyszukiwanie

Tom 20 (2018): Zeszyt 1 (June 2018)

Informacje o czasopiśmie
Format
Czasopismo
eISSN
1691-5534
Pierwsze wydanie
04 May 2009
Częstotliwość wydawania
2 razy w roku
Języki
Angielski

Wyszukiwanie

10 Artykułów
Otwarty dostęp

The Prospects of Transdisciplinary Approach to Promote Learners’ Cognitive Interest in Natural Science for Sustainable Development

Data publikacji: 26 Jun 2018
Zakres stron: 5 - 19

Abstrakt

Abstract

The use of transdisciplinary approach to promote learners’ interest in the acquisition of natural science at school provides new opportunities for a complex explanation of the phenomenon and improving the quality of the process of learning. The aim of the study is to explore the learners’ cognitive interest, personal participation and the approaches chosen by teachers from the perspective of transdisciplinary approach. The study characterises students’ subjective evaluations of their personal participation and cognitive interest in the subjects of biology, chemistry, physics and mathematics, and the approaches used by teachers. The participants were 9th grade students from 17 Latvian schools (536 respondents) with the average age of 15.3 (SD=0.63). The results of the study showed that students’ evaluations concerning their personal participation in the process of learning were contradictory. They devote little of their free time to the acquisition of science subjects. As to teachers’ activity, a variety of teaching approaches are used. According to students’ subjective evaluations, the constructivist learning approach corresponds to the trends of sustainable education, whereas the overall context in which the development of learners’ cognitive interest in the acquisition of natural science subjects takes place at school highlights issues concerning the sustainable development of the system and the prospects of using the transdisciplinary approach.

Słowa kluczowe

  • cognitive interest
  • natural science
  • personal participation
  • teaching approach
  • transdisciplinary approach
Otwarty dostęp

Learning to Be: Teachers’ Competences and Practical Solutions: A Step Towards Sustainable Development

Data publikacji: 26 Jun 2018
Zakres stron: 20 - 45

Abstrakt

Abstract

The purpose of the present study is to determine teachers’ professional competences in “learning to be” and provide practical solutions for its realization. The research employed a mixed-methods sequential explanatory design and was conducted through two qualitative and quantitative methods. The population of the qualitative research consisted of educational experts, among whom 20 participants were selected through the purposive sampling technique after conducting interviews and data saturation. The population of the quantitative research included high school teachers in districts 2 and 3 of Isfahan among whom 217 holding MA, MSc, and PhD. degrees were selected via purposive sampling technique. In the qualitative section, the data collection instrument was semi-structured interview, and in the quantitative section, a 14-subscale researcher-made Teacher Professional Competences Questionnaire. Findings of the qualitative section were categorized into teachers’ cognitive competences, educational and managerial skills, and scientific, attitudinal, skill, behavioral, and general competences. From teachers’ viewpoints, the most important competences in “learning to be” was their ability to develop self-esteem and self-confidence in students, ability to increase personal skills such as self-awareness and self-belief in students, and their ability to guide students to determine the valuable goals for their lives. There was a consensus among views of experts and teachers about professional competences. There were no differences in the teachers’ opinions regarding the demographic characteristics of professional competences. Practical solutions of this learning approach were categorized by educational experts into solutions related to teacher education strategies, educational-training modalities, and the involvement of effective factors.

Słowa kluczowe

  • UNESCO
  • high school
  • teacher professional competences
  • learning to be
  • practical solutions
Otwarty dostęp

Knowledge, Attitudes and Practices of Sustainability: Systematic Review 1990–2016

Data publikacji: 26 Jun 2018
Zakres stron: 46 - 63

Abstrakt

Abstract

For any transition towards sustainability to be successful, it is necessary to understand the knowledge, attitudes and practices (KAP) – related to sustainability – in different populations. A systematic review was conducted to identify and analyse KAP studies on sustainability that were reported in the scientific literature during the period of 1990–2016. Ten studies were found, of which half were conducted among populations in educational environments, i.e., teachers, students and graduates. The KAP results vary among the studies; however, there is a general tendency to investigate aspects related to ecosystems, natural resources, environmental protection and conservation. The present study concludes that it is necessary to conduct KAP studies that include categories that reflect on the wide range of meanings of sustainability and the attitudes and practices that would arise from such perspectives. This finding also reveals dimensions of sustainability usually omitted by KAP studies of sustainability.

Słowa kluczowe

  • sustainability
  • education for sustainable development
  • environmental behaviour
  • knowledge
  • attitudes
  • practices
  • behaviours
Otwarty dostęp

Implementing Education for Sustainable Development in Namibia: School Teachers’ Perceptions and Teaching Practices

Data publikacji: 26 Jun 2018
Zakres stron: 64 - 81

Abstrakt

Abstract

Education for Sustainable Development (ESD) has been viewed as education that helps people develop the attitude, skills, and knowledge to make well-informed decisions for the benefit of the present and future generations. It aims at providing quality education through shared understanding and multi-disciplinary approaches in meeting the developmental and environmental apprehension for a sustainable future. Many theorists envisaged ESD as enhancing active involvement of learners both in school and out of school learning initiatives to acquire knowledge about sustainable development issues. The present paper discusses Namibian school teachers’ (n=9) perceptions of ESD and the teachers’ teaching practices using a qualitative-explorative study design. The data were gathered through two semi-structured interviews and lesson observations. The findings have revealed that senior secondary school teachers perceive ESD in terms of knowledge acquisition about the environment in order to use its resources sustainably for the benefit of future generations. The study has also revealed that teachers have positive sentiment toward the inclusion of ESD into the senior secondary school curriculum. Following this, they suggested that ESD should be either implemented as an independent subject or integrated with other existing subjects as a multi-disciplinary subject.

Słowa kluczowe

  • education for sustainable development
  • implementation of education for sustainable development
  • teachers’ perceptions
  • secondary school
Otwarty dostęp

The Need for Entrepreneurial Education at University

Data publikacji: 26 Jun 2018
Zakres stron: 82 - 92

Abstrakt

Abstract

Entrepreneurship has been seen as a mystical phenomenon for many years. It has been a prevalent notion about success for talented and lucky people. The growing number of research confirms that education plays a significant role in fostering entrepreneurship and new attitudes to it. Recent measurements have mainly been oriented to education as fostering motivation for business-oriented entrepreneurship; moreover, growing attention is devoted to sustainability entrepreneurship. The article introduces the conceptual analysis of different education models and generated impact on entrepreneurial activities. The article also provides an interview-based research analysis about students and teachers’ early entrepreneurial intentions and activities. The present study confirms a significant need for entrepreneurial education in order to start, develop, and successfully realise innovative ideas.

Słowa kluczowe

  • entrepreneurship
  • education
  • university
Otwarty dostęp

Making Sense of Core Qualities to Sustain Professional Development through Core Reflection Practice

Data publikacji: 26 Jun 2018
Zakres stron: 93 - 105

Abstrakt

Abstract

Professional development in sustainable teacher education has recently shifted to focusing on pedagogical practice rather than theoretical knowledge. Given that, reflection practice can have an effective role in identifying undiscovered potentials of prospective language teachers. Hence, the current study was an attempt to examine the potential core qualities of Iranian prospective language teachers in a way to sustain professional development through merging theoretical knowledge and pedagogical practice. To that end, core reflection model, which is a concept in the context of sustainability, was practiced by ten prospective language teachers through drawing on their reflective journals, focus group discussions, and field notes collected over a four month period. Analysis of the obtained data revealed several core qualities on the three scales of feeling, thinking, and wanting. These qualities appeared to have been developed through interaction of both theoretical knowledge and pedagogical practice. This demonstrates the value of reflection practice as a way toward more development in making sense of teachers’ core qualities. Thus it can lead to positive changes in shaping teachers sustainable professional identity.

Słowa kluczowe

  • sustainable teacher education
  • professional development
  • core quality
  • core reflection
Otwarty dostęp

Assessing Teacher Competence and Its Follow-up to Support Professional Development Sustainability

Data publikacji: 26 Jun 2018
Zakres stron: 106 - 123

Abstrakt

Abstract

Teacher assessment has been recently considered as a minor issue in Education. Therefore, there is lacks teacher’s competency assessment as the basis for the sustainability of teacher profession development. This study was on attempt to describe the model of teacher assessment which had been implemented in Indonesia and its challenges to encourage the development of a sustainable teacher profession. The data was collected through documentation. Moreover, some interviews were conducted about (1) teacher competency test in 2012–2014 by 1,611,251 teachers; in 2015 by 2,699,516 teachers, and in 2016 by 427,189 teachers, and (2) teacher development programs as a follow-up of teacher competency tests. The obtained data was analized by descriptive quantitative and qualitative, respectively, on the document study result data and the interviews. The teacher competency test results were used to measure the mastery of pedagogic and professional competence of teachers at all subject matter and all levels of schools in Indonesia. Furthermore, the results are used as the basis for determining teacher quality improvement program in Indonesia continuous training. They are expected to provide best practice information from the implementation of teacher competency mapping done in Indonesia including its follow-up in order to develop the teacher’s sustainable profession.

Słowa kluczowe

  • teachers
  • assessment
  • sustainable profession development
Otwarty dostęp

Contradictions in Higher Education

Data publikacji: 26 Jun 2018
Zakres stron: 124 - 144

Abstrakt

Abstract

The present paper is a literature and experience summary about contradictions existing in higher education, nowadays. Thus, it is important to understand the underlying reasons and historical background to find ability to move towards higher education system for sustainability. Seven main contradiction groups have been distinguished and an overview is given in the article. The analysis is more focused on a situation in Latvia and the post-soviet space since the authors are well acquainted with the system. The main future research object is university mission, since from the mission statement analysis it has been found that low rated universities lack the distinction between education and training, having bigger stress on training, and that is growing into future problems and this situation interferes with the sustainable education goal.

Słowa kluczowe

  • contradictions in higher education
  • conflicts in higher education
  • sustainable development
  • problems in university
  • university mission
Otwarty dostęp

Blockchain and the Future of Digital Learning Credential Assessment and Management

Data publikacji: 26 Jun 2018
Zakres stron: 145 - 156

Abstrakt

Abstract

Blockchain educational technology has created assessment and management tools for learner credentials that are permanent, transparent and sustainable while giving users direct access. Personal encrypted credentials enable users to shape lifelong learning pathways and personalizes education according to individual values and needs. They allow for the permanent documentation of both formal and informal learning based on transversal competencies, adjustable across the economic sector and responsive to situational needs. Badging was the initial response to online credentialing. Mozilla’s open digital badges have become the unofficial global standard and the specifications remain free. They may be viewed in e-portfolios and social networks. Yet, if issuers cease hosting badges, they become invalid even when authentic. Some experiments with blockchain technology remedy this situation by creating a permanent, secure and sustainable infrastructure for learning records. The MIT Media Lab has produced the bitcoin based Blockcerts; whereas the Knowledge Institute, Open University, UK has developed Ethereum’s Smart Contracts to document Microcredentials (Badges). Both are Open Source products. Most EU nations are experimenting with educational blockchain. The technology creates an infrastructure to document, store and manage credentials and provides learners with a sustainable record of achievements they can control. It also benefits universities by reducing administrative costs and bureaucracy.

Słowa kluczowe

  • Open digital badges
  • Microcredentials
  • blockchain
  • Blockcerts
  • smart contracts
Otwarty dostęp

Education for Sustainable Development: The Choice of Pedagogical Approaches and Methods for the Implementation of Pedagogical Tasks in the Anthropocene Age

Data publikacji: 26 Jun 2018
Zakres stron: 157 - 179

Abstrakt

Abstract

Sustainable education and education for sustainable development (ESD) have witnessed a deserved number of research studies in the recent years. The present article proposes a holistic research framework for the research on sustainable education and education for sustainable development in the 21st century. The article aims to choose a more holistic research perspective by avoiding a piecemeal approach in education research. Moreover, it proposes some strategically important ideas about the use of approaches and methods for sustaining the generational readiness for sustainable development. The paper proposes a general framework for pedagogy and practice for ESD research which is open, holistic, strategic, sustainable, and integrated. A broader perspective has been developed as the relation of the ecological–cultural–social environment aspects seen in a broader adaptive evolutionary sense as a condition necessary for the development of a human species and the development of these conditions in the evolutionary process. The choice of a broader perspective is proposed by relating it to an observational study on Generation Z that many educators, social scientists and the populations have already started recognising as one of the participants in the intergenerational process. The phenomenon of Generation Z is new; its features have not fully revealed in their apparent form, yet. Furthermore, the generation has not reached its maturity yet, but the development of this phenomenon is inextricably related to the issue of generational commitment, which is also related to the evolutionary development. The observational study has been carried out by involving participants from VECC Daugavpils Vocational School. The evaluation of the participants’ real experience in a wider and broader framework has been used to draw strategic conclusions, which will help keep focus on the need to sustain generational readiness for sustainable development in the harmonisation of the choice of pedagogical approaches and methods.

Słowa kluczowe

  • sustainable development
  • generational succession
  • pedagogical tasks
  • generation Z
  • choice of approaches and methods
10 Artykułów
Otwarty dostęp

The Prospects of Transdisciplinary Approach to Promote Learners’ Cognitive Interest in Natural Science for Sustainable Development

Data publikacji: 26 Jun 2018
Zakres stron: 5 - 19

Abstrakt

Abstract

The use of transdisciplinary approach to promote learners’ interest in the acquisition of natural science at school provides new opportunities for a complex explanation of the phenomenon and improving the quality of the process of learning. The aim of the study is to explore the learners’ cognitive interest, personal participation and the approaches chosen by teachers from the perspective of transdisciplinary approach. The study characterises students’ subjective evaluations of their personal participation and cognitive interest in the subjects of biology, chemistry, physics and mathematics, and the approaches used by teachers. The participants were 9th grade students from 17 Latvian schools (536 respondents) with the average age of 15.3 (SD=0.63). The results of the study showed that students’ evaluations concerning their personal participation in the process of learning were contradictory. They devote little of their free time to the acquisition of science subjects. As to teachers’ activity, a variety of teaching approaches are used. According to students’ subjective evaluations, the constructivist learning approach corresponds to the trends of sustainable education, whereas the overall context in which the development of learners’ cognitive interest in the acquisition of natural science subjects takes place at school highlights issues concerning the sustainable development of the system and the prospects of using the transdisciplinary approach.

Słowa kluczowe

  • cognitive interest
  • natural science
  • personal participation
  • teaching approach
  • transdisciplinary approach
Otwarty dostęp

Learning to Be: Teachers’ Competences and Practical Solutions: A Step Towards Sustainable Development

Data publikacji: 26 Jun 2018
Zakres stron: 20 - 45

Abstrakt

Abstract

The purpose of the present study is to determine teachers’ professional competences in “learning to be” and provide practical solutions for its realization. The research employed a mixed-methods sequential explanatory design and was conducted through two qualitative and quantitative methods. The population of the qualitative research consisted of educational experts, among whom 20 participants were selected through the purposive sampling technique after conducting interviews and data saturation. The population of the quantitative research included high school teachers in districts 2 and 3 of Isfahan among whom 217 holding MA, MSc, and PhD. degrees were selected via purposive sampling technique. In the qualitative section, the data collection instrument was semi-structured interview, and in the quantitative section, a 14-subscale researcher-made Teacher Professional Competences Questionnaire. Findings of the qualitative section were categorized into teachers’ cognitive competences, educational and managerial skills, and scientific, attitudinal, skill, behavioral, and general competences. From teachers’ viewpoints, the most important competences in “learning to be” was their ability to develop self-esteem and self-confidence in students, ability to increase personal skills such as self-awareness and self-belief in students, and their ability to guide students to determine the valuable goals for their lives. There was a consensus among views of experts and teachers about professional competences. There were no differences in the teachers’ opinions regarding the demographic characteristics of professional competences. Practical solutions of this learning approach were categorized by educational experts into solutions related to teacher education strategies, educational-training modalities, and the involvement of effective factors.

Słowa kluczowe

  • UNESCO
  • high school
  • teacher professional competences
  • learning to be
  • practical solutions
Otwarty dostęp

Knowledge, Attitudes and Practices of Sustainability: Systematic Review 1990–2016

Data publikacji: 26 Jun 2018
Zakres stron: 46 - 63

Abstrakt

Abstract

For any transition towards sustainability to be successful, it is necessary to understand the knowledge, attitudes and practices (KAP) – related to sustainability – in different populations. A systematic review was conducted to identify and analyse KAP studies on sustainability that were reported in the scientific literature during the period of 1990–2016. Ten studies were found, of which half were conducted among populations in educational environments, i.e., teachers, students and graduates. The KAP results vary among the studies; however, there is a general tendency to investigate aspects related to ecosystems, natural resources, environmental protection and conservation. The present study concludes that it is necessary to conduct KAP studies that include categories that reflect on the wide range of meanings of sustainability and the attitudes and practices that would arise from such perspectives. This finding also reveals dimensions of sustainability usually omitted by KAP studies of sustainability.

Słowa kluczowe

  • sustainability
  • education for sustainable development
  • environmental behaviour
  • knowledge
  • attitudes
  • practices
  • behaviours
Otwarty dostęp

Implementing Education for Sustainable Development in Namibia: School Teachers’ Perceptions and Teaching Practices

Data publikacji: 26 Jun 2018
Zakres stron: 64 - 81

Abstrakt

Abstract

Education for Sustainable Development (ESD) has been viewed as education that helps people develop the attitude, skills, and knowledge to make well-informed decisions for the benefit of the present and future generations. It aims at providing quality education through shared understanding and multi-disciplinary approaches in meeting the developmental and environmental apprehension for a sustainable future. Many theorists envisaged ESD as enhancing active involvement of learners both in school and out of school learning initiatives to acquire knowledge about sustainable development issues. The present paper discusses Namibian school teachers’ (n=9) perceptions of ESD and the teachers’ teaching practices using a qualitative-explorative study design. The data were gathered through two semi-structured interviews and lesson observations. The findings have revealed that senior secondary school teachers perceive ESD in terms of knowledge acquisition about the environment in order to use its resources sustainably for the benefit of future generations. The study has also revealed that teachers have positive sentiment toward the inclusion of ESD into the senior secondary school curriculum. Following this, they suggested that ESD should be either implemented as an independent subject or integrated with other existing subjects as a multi-disciplinary subject.

Słowa kluczowe

  • education for sustainable development
  • implementation of education for sustainable development
  • teachers’ perceptions
  • secondary school
Otwarty dostęp

The Need for Entrepreneurial Education at University

Data publikacji: 26 Jun 2018
Zakres stron: 82 - 92

Abstrakt

Abstract

Entrepreneurship has been seen as a mystical phenomenon for many years. It has been a prevalent notion about success for talented and lucky people. The growing number of research confirms that education plays a significant role in fostering entrepreneurship and new attitudes to it. Recent measurements have mainly been oriented to education as fostering motivation for business-oriented entrepreneurship; moreover, growing attention is devoted to sustainability entrepreneurship. The article introduces the conceptual analysis of different education models and generated impact on entrepreneurial activities. The article also provides an interview-based research analysis about students and teachers’ early entrepreneurial intentions and activities. The present study confirms a significant need for entrepreneurial education in order to start, develop, and successfully realise innovative ideas.

Słowa kluczowe

  • entrepreneurship
  • education
  • university
Otwarty dostęp

Making Sense of Core Qualities to Sustain Professional Development through Core Reflection Practice

Data publikacji: 26 Jun 2018
Zakres stron: 93 - 105

Abstrakt

Abstract

Professional development in sustainable teacher education has recently shifted to focusing on pedagogical practice rather than theoretical knowledge. Given that, reflection practice can have an effective role in identifying undiscovered potentials of prospective language teachers. Hence, the current study was an attempt to examine the potential core qualities of Iranian prospective language teachers in a way to sustain professional development through merging theoretical knowledge and pedagogical practice. To that end, core reflection model, which is a concept in the context of sustainability, was practiced by ten prospective language teachers through drawing on their reflective journals, focus group discussions, and field notes collected over a four month period. Analysis of the obtained data revealed several core qualities on the three scales of feeling, thinking, and wanting. These qualities appeared to have been developed through interaction of both theoretical knowledge and pedagogical practice. This demonstrates the value of reflection practice as a way toward more development in making sense of teachers’ core qualities. Thus it can lead to positive changes in shaping teachers sustainable professional identity.

Słowa kluczowe

  • sustainable teacher education
  • professional development
  • core quality
  • core reflection
Otwarty dostęp

Assessing Teacher Competence and Its Follow-up to Support Professional Development Sustainability

Data publikacji: 26 Jun 2018
Zakres stron: 106 - 123

Abstrakt

Abstract

Teacher assessment has been recently considered as a minor issue in Education. Therefore, there is lacks teacher’s competency assessment as the basis for the sustainability of teacher profession development. This study was on attempt to describe the model of teacher assessment which had been implemented in Indonesia and its challenges to encourage the development of a sustainable teacher profession. The data was collected through documentation. Moreover, some interviews were conducted about (1) teacher competency test in 2012–2014 by 1,611,251 teachers; in 2015 by 2,699,516 teachers, and in 2016 by 427,189 teachers, and (2) teacher development programs as a follow-up of teacher competency tests. The obtained data was analized by descriptive quantitative and qualitative, respectively, on the document study result data and the interviews. The teacher competency test results were used to measure the mastery of pedagogic and professional competence of teachers at all subject matter and all levels of schools in Indonesia. Furthermore, the results are used as the basis for determining teacher quality improvement program in Indonesia continuous training. They are expected to provide best practice information from the implementation of teacher competency mapping done in Indonesia including its follow-up in order to develop the teacher’s sustainable profession.

Słowa kluczowe

  • teachers
  • assessment
  • sustainable profession development
Otwarty dostęp

Contradictions in Higher Education

Data publikacji: 26 Jun 2018
Zakres stron: 124 - 144

Abstrakt

Abstract

The present paper is a literature and experience summary about contradictions existing in higher education, nowadays. Thus, it is important to understand the underlying reasons and historical background to find ability to move towards higher education system for sustainability. Seven main contradiction groups have been distinguished and an overview is given in the article. The analysis is more focused on a situation in Latvia and the post-soviet space since the authors are well acquainted with the system. The main future research object is university mission, since from the mission statement analysis it has been found that low rated universities lack the distinction between education and training, having bigger stress on training, and that is growing into future problems and this situation interferes with the sustainable education goal.

Słowa kluczowe

  • contradictions in higher education
  • conflicts in higher education
  • sustainable development
  • problems in university
  • university mission
Otwarty dostęp

Blockchain and the Future of Digital Learning Credential Assessment and Management

Data publikacji: 26 Jun 2018
Zakres stron: 145 - 156

Abstrakt

Abstract

Blockchain educational technology has created assessment and management tools for learner credentials that are permanent, transparent and sustainable while giving users direct access. Personal encrypted credentials enable users to shape lifelong learning pathways and personalizes education according to individual values and needs. They allow for the permanent documentation of both formal and informal learning based on transversal competencies, adjustable across the economic sector and responsive to situational needs. Badging was the initial response to online credentialing. Mozilla’s open digital badges have become the unofficial global standard and the specifications remain free. They may be viewed in e-portfolios and social networks. Yet, if issuers cease hosting badges, they become invalid even when authentic. Some experiments with blockchain technology remedy this situation by creating a permanent, secure and sustainable infrastructure for learning records. The MIT Media Lab has produced the bitcoin based Blockcerts; whereas the Knowledge Institute, Open University, UK has developed Ethereum’s Smart Contracts to document Microcredentials (Badges). Both are Open Source products. Most EU nations are experimenting with educational blockchain. The technology creates an infrastructure to document, store and manage credentials and provides learners with a sustainable record of achievements they can control. It also benefits universities by reducing administrative costs and bureaucracy.

Słowa kluczowe

  • Open digital badges
  • Microcredentials
  • blockchain
  • Blockcerts
  • smart contracts
Otwarty dostęp

Education for Sustainable Development: The Choice of Pedagogical Approaches and Methods for the Implementation of Pedagogical Tasks in the Anthropocene Age

Data publikacji: 26 Jun 2018
Zakres stron: 157 - 179

Abstrakt

Abstract

Sustainable education and education for sustainable development (ESD) have witnessed a deserved number of research studies in the recent years. The present article proposes a holistic research framework for the research on sustainable education and education for sustainable development in the 21st century. The article aims to choose a more holistic research perspective by avoiding a piecemeal approach in education research. Moreover, it proposes some strategically important ideas about the use of approaches and methods for sustaining the generational readiness for sustainable development. The paper proposes a general framework for pedagogy and practice for ESD research which is open, holistic, strategic, sustainable, and integrated. A broader perspective has been developed as the relation of the ecological–cultural–social environment aspects seen in a broader adaptive evolutionary sense as a condition necessary for the development of a human species and the development of these conditions in the evolutionary process. The choice of a broader perspective is proposed by relating it to an observational study on Generation Z that many educators, social scientists and the populations have already started recognising as one of the participants in the intergenerational process. The phenomenon of Generation Z is new; its features have not fully revealed in their apparent form, yet. Furthermore, the generation has not reached its maturity yet, but the development of this phenomenon is inextricably related to the issue of generational commitment, which is also related to the evolutionary development. The observational study has been carried out by involving participants from VECC Daugavpils Vocational School. The evaluation of the participants’ real experience in a wider and broader framework has been used to draw strategic conclusions, which will help keep focus on the need to sustain generational readiness for sustainable development in the harmonisation of the choice of pedagogical approaches and methods.

Słowa kluczowe

  • sustainable development
  • generational succession
  • pedagogical tasks
  • generation Z
  • choice of approaches and methods

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