<abstract>
<title style='display:none'>Abstract</title>
Many countries across the globe, including the Philippines, have implemented Gender and Development (GAD) policies to reduce gender biases and promote equality. However, mainstreaming efforts have been challenging due to the scarce availability of learning resources in the local context. This study is an initiative to provide the GAD Focal Point System (GFPS) in the Department of Education – City of Mati with a primary reference in training their GAD Focal Persons on Gender Sensitivity, GAD Planning, and Budgeting (GPB). The coverage is based on their learning needs and gaps determined through participatory strategies involving the school administrators, teachers, students, and parents. Also, the results of the gender audit using the Gender Mainstreaming Evaluation Framework (GMEF) are used as a baseline in module development. The framework presents strategic directions that agencies need to follow to advance across stages. It was found that Mati’s primary and secondary schools are in the initial stages of gender mainstreaming. As such, GAD’s basic concepts and definitions are introduced, along with various forms of gender-based violence and the appropriate mechanisms to address them aptly. The essential steps in planning and budgeting are also detailed, providing an active experience among the participants. It is imperative to sustain GAD capacity-building initiatives to catalyze a more directed and engaged policy framework.
</abstract>

Gender Audit as Basis in Developing Modules for GAD Focal Persons in Mati, Davao Oriental, Philippines

<abstract>
<title style='display:none'>Abstract</title>
The birth of a child is the beginning of a woman’s motherhood. It is genuinely illuminated in her raising and rearing responsibilities. This study explores the understanding and experiences of Mansaka mothers about autism before and after diagnosis. This qualitative phenomenological inquiry employed face-to-face semi-structured interviews with five Mansaka mothers in the countryside of Maragusan having a child diagnosed with Autism Spectrum Disorder. Colaizzi’s method was applied to analyze the data through transcribing, coding, and theming. The result of the study revealed that mothers have personal observations about their children’s behavior and share their rearing issues, retrospection, and standpoint of their children’s condition before diagnosis. It was highlighted in the result that parents had different reactions, realizations, and responses about their children’s condition after the diagnosis. The implication of the study infers development of sustainable inclusive practices and reviews of policy.
</abstract>

Mothers’ Voices on Autism Spectrum Disorder: Leaning Towards Sustainable Inclusive Education in Maragusan, Philippines

<abstract><title style='display:none'>Abstract</title> This study reports on Egyptian science teachers’ experiences in collective action research projects with a focus on education for sustainable development (ESD). Science teachers were enrolled in a study course “Teaching Strategies” that had been revised with a focus on sustainability. The course was introduced in the spring semester of the academic year 2011/2012. Throughout the course, 29 teachers worked in groups to develop projects that promote sustainable development through classroom teaching practices that encourage involvement with local communities around school premises. The framework that guided the study was based on experiential, constructivist and transformative learning theories known collectively as ‘ExConTra’. A mixed methods methodology was used where teachers’ responses to three open-ended reflective questions produced qualitative data that were analysed by identifying themes and patterns. The author developed two quantitative instruments: a Concept Mapping Rubric and a Sustainable Development Questionnaire. The former was to probe the cognitive organisation participants had in relation to the concept of sustainable development before and after developing the action research projects. The latter instrument was used to identify participants’ attitudes towards teaching for ESD and their knowledge of classroom pedagogical practices. Statistical data analysis using Statistical Package for the Social Sciences indicates that teachers in their post-tests had developed: better cognitive organisation for the concept of sustainable development; positive attitudes towards teaching for sustainable development and ESD classroom teaching practices. Involvement in the action research projects where teachers were experiencing, reflecting, conceptualising, constructing, acting and transforming within the context of ESD may be responsible for these results where there are promises to help achieve successful implementation to include ESD in science education.</abstract>

Education for Sustainable Development: Experiences from Action Research with Science Teachers

<abstract><title style='display:none'>Abstract</title>This article provides an overview of challenge-based social entrepreneurship education in primary schools in Austria. The “YouthStart”-Programme “Empowering Each Child” is introduced as well as its impact on children. Research accompanying the programme shows that small challenges strengthen particularly the following skills and abilities of pupils: self-confidence and self-initiative, innovation, creativity, mindfulness, empathy, self-motivation and participation in society. Many of the challenges are based on the SDGs, so children are encouraged to learn to think and act in a sustainable way already at the beginning of their school career. The aim is to make young people aware of the fact that a change of people’s mindsets is needed worldwide, educating responsibly acting individuals, who do not only have their personal benefits in mind but also the needs of future generations.</abstract>

Social Entrepreneurship Education in Primary School: Empowering Each Child with the YouthStart Entrepreneurial Challenges Programme

<abstract><title style='display:none'>Abstract</title>Quality teaching, being a key factor in shaping students’ academic and personal growth, has been at the centre of scientific debate for many years. Sustainable professional development of novice teachers has recently been recognized worldwide as one of the key areas for improving the quality of teaching and learning in schools. Given that the initial years on the job are generally characterised by novice teachers as the most challenging and intense in their career, the following questions typically arise: What can be done to sustain and facilitate teaching at the early developmental stages in teachers’ career? What are the contextual factors and the prerequisites leading to the quality of teaching and learning?The article presents the findings from a two-year longitudinal qualitative study aimed to contribute to the research base for understanding this crucial stage. More specifically, the purpose of this study was to provide deeper understanding and insights into key factors influencing and shaping novice teachers’ early professional development and learning, as well as their capacities to effectively adapt to their new roles and operate in complex and dynamically changing open-ended school environment. The research is framed as a cross-case analysis of 4 cases of novice teachers working in public secondary schools. The data were collected through multiple sources (i.e. semi-structured in-depth interviews, questionnaire, and focus groups) over a two-year period spanning the participants’ first and second full-time teaching years. Substantial differences in experiences and beliefs among the novice teachers, with varying levels of job satisfaction and professional support received, were identified in the study. The authors have also identified numerous patterns of novice teachers’ teaching practice closely associated with teachers’concerns and early professional experience interpretations, which might result in substantial fluctuation in teaching quality and teacher’s career paths.Implications for teacher education programs, mentoring, supervision, teachers’ professional development, and future research are discussed.</abstract>

Novice Teachers’ Concerns, Early Professional Experiences and Development: Implications for Theory and Practice

<abstract><title style='display:none'>Abstract</title> This mixed methods study examined preservice teacher perceptions of their needs related to inclusion. The study examined 120 early childhood and elementary preservice teachers from two universities, from both general and special education programs. Inclusion has been considered best practice in education for many years; however, how to best facilitate inclusive practices to meet the needs of all learners remains an area of uncertainty for preservice teachers. Prior research has connected perceptions of preparedness to effective inclusive practices. A survey was developed and validated about inclusion and perceptions of preparedness to teach in an inclusive setting. The survey included both Likert-scale items and open response questions. Exploratory factor analysis was used to examine the structure of the survey. Descriptive statistics, analysis of variance, and multiple regression were used to examine the quantitative results. Responses to open-ended questions were coded to identify qualitative themes. The findings indicated that preservice teachers lacked a coherent understanding of inclusion and perceived themselves as needing additional development to be fully prepared to teach in an inclusive setting. The results suggest that teacher preparation programs need to provide a more coherent conceptual framework to guide the enhancement of both course and field work related to inclusion and effective inclusive practices.</abstract>

Preservice Teacher Perceptions of Preparedness to Teach in Inclusive Settings as an Indicator of Teacher Preparation Program Effectiveness

<abstract>
<title style='display:none'>Abstract</title>
The ethnic and cultural diversity of today’s society calls for sustainable intercultural education in an inclusive environment. The inclusion of newcomer children in the Latvian education system has become a topical issue with the Russian invasion of Ukraine. The preschool period is the time when the foundation for future achievements is laid; in an inclusive environment, children’s knowledge and skills are fostered to find solutions in the sustainable society of the future. The readiness of preschool teachers for working with newcomer children is determined by the set of competences teachers have in place for the successful inclusion of newcomers in preschool education. A preschool teacher’s competence to work with newcomers is a complex construct which includes many sub-competences. In their research, the authors identify knowledge, skills and attitudes that characterize a teacher’s work with newcomer children in an inclusive environment. The results show that Latvia’s preschool teachers lack the knowledge and skills for working with newcomer children, and their attitude towards these children is not always positive.
</abstract>

Inclusion of Newcomer Children in Preschool: The Case of Latvia

<abstract>
<title style='display:none'>Abstract</title>
Educational simulation plays facilitate real experiences in a safe environment and, therefore, are appropriate for gaining a better sense of the dynamic relationships at work in complex environments, for exploring good fits and practical solutions, and for understanding how mistakes occur, mainly when plays, built upon an explicit or implicit model of reality, engage multiple participants and reproduce some of the political, coordination, communication, and coalition-building challenges that often accompany peace and stabilization operations that exist in the real world. Thus, they become an exercise in social science theorizing and a research tool to examine the implications of hypothesized relationships and conflict dynamics in a variety of forms (abstract plays or role-playing activities). By emphasizing needs, interpretations, stereotypes and resources of all participants, simulation plays facilitate strategies for resilience and reconciliation.
</abstract>

Educational Simulation Play as a Transcultural Approach to Resilience and Reconciliation

<abstract>
<title style='display:none'>Abstract</title>
A large part of the environmental problem, which is defined as the ecological footprint, is the carbon footprint. As a matter of fact, the consumption activities of the individual have many destructive and permanent effects on nature. In this research, it is aimed to determine the size of the carbon footprint, which is an important component of the ecological footprint of secondary school students, and to evaluate their views on the carbon footprint. The research is carried out with mixed method in accordance with its purpose and content. The quantitative sample group of the research consists of 750 students in total, studying at secondary schools in the Western Black Sea Region in the 2022-2023 academic year, with the maximum diversity sampling. The qualitative study group consists of 20 secondary school students randomly selected from the students participating in the quantitative part. In the research, “Carbon footprint calculation questionnaire” developed by Ertekin (2012) and “Semi-structured interview form” developed by researchers were used as data collection tools. As a result of the research, it is seen that the carbon footprints of the students are moderate. In addition, it was determined that the class level and family income status were effective on the carbon footprint size of the students. It is seen that the results obtained from the qualitative data support the quantitative results.
</abstract>

Determining the Size of the Carbon Footprints of Secondary School Students

<abstract>
<title style='display:none'>Abstract</title>
It is through education that communities and governments can tackle political, economic, social and geographic inequalities and ills in the continent of Africa. It is for this reason that policies like the Universal Primary Education were adopted. Children have the right to basic quality education as espoused in several agreements such as the Convention of Childrens Rights of 1989 and the Sustainable Development goals. Access to quality education for success is a social justice trajectory and promotes social justice principles. This article was intended to examine the impediments in the effective implementation of Universal Primary Education policy in Uganda. The authors view the identified impediments as social injustice practices. In exploring the phenomenon, this study deployed a qualitative research approach within a constructivist paradigm. The authors located their thesis within Rawl’s perspective of social justice. This theoretical lens is fundamental and apposite in education in that social justice theorists believe that schools as social systems should create opportunities for inclusive and enabling schooling environments, and in addition provide quality education for students. This study is of great significance in that it contributes to the epistemology in the discipline of the management of universal primary education. The study yielded critical findings which can be summarized as follows: limited capitation grants, demotivated teachers, challenges related to stakeholder collaboration and coordination, communication, cooperation, engagement and consultation.
</abstract>

Universalization, Sustainability and “Justiceness” of Primary Education: Perspectives and Lessons from Uganda

Editorial: Navigating Leadership Challenges in the Post-Pandemic World

<abstract>
<title style='display:none'>Abstract</title>
People with autism show identifiable impediments in three central aspects, namely communication, social interaction, and repetitive and restrictive behavior, which is called the triad of impairments. The communication observation of children with autism is relatively complex, so a specific procedure to identify their communication is required. A specific identification procedures on children’s communication aspect facilitate teachers and parents to provide an optimum alternative program for children with autism. This study aims to identify and develop an identification matrix focusing on the communication aspects of children with autism. This study used development methods and a qualitative approach. For the data validity test, we used data triangulation through interviews with experts. The results of this study are the development of a communication identification matrix as an approach on early detection on autism symptom. Despite the development of the identification matrix related to communication aspects, it is recommended to identify aspects related to social interaction and repetitive and restrictive behaviors according to the triad of impairment. As a highlight, early detection or screening cannot directly label that a child has autism, but early detection can be the first step to identify any developmental issues, and parents can refer the child to a psychologist or doctor for a clinical diagnosis.
</abstract>

Development of Communications Identification Matrix of Early Screening for Autism Children

<abstract><title style='display:none'>Abstract</title>The Baltic and Black Sea Circle Consortium for educational research (BBCC) was established at the beginning of the Decade of Education for Sustainable Development (2005). BBCC has obtained its name in the Third International Conference <italic>Sustainable Development, Culture, Education</italic> in the University of Vechta (Germany, 2005).The paper will give insights into <italic>preconditions</italic> of the establishment of the international network in: (1) the stage before the Decade (2000–2004) when the UNESCO/UNITWIN Chair from Toronto and team from Daugavpils University from Latvia were started to prepare participatory action research for the reorientation teacher education towards the aim of sustainable development and (2) the stage of the Decade (2005–2014) when the network and its development continued as an open network for participation. The structure of the network provides the international environment for cooperation and welcomes new participants.The initiative of the network’s foundation was offered by the UNESCO/UNITWIN Chair in Toronto. For the coordination the BBCC actions and self-development the Institute of Sustainable Education (2003) was established in Daugavpils University (DU) and later UNESCO/UNITWIN Chair on Interplay of Tradition and Innovation in ESD were emerged at Daugavpils University (2013).Action research experience was viewed in current article as a complex development process and at the same time as a complex system in which attention on the adaptation and evolution of cooperative relations will be emphasis. Metaphors approach and characterisation of frames of references for reorientation education towards sustainability will be examine in order to find the answers that allow realising reorienting of teacher education towards sustainable development. The analysis will be based on the topics which were discussed in annual BBCC conference <italic>Sustainable Development. Culture. Education</italic> sections.Conclusions will offer main assumptions from the most significant BBCC network lived experiences in teacher education which is the real heritage from ANO Decade and in future it will serve as the frame of reference for realization of UNESCO/UNITWIN Chair in DU and BBCC actions in education and educational research for sustainable development in action.</abstract>

Searching for Sustainability in Teacher Education and Educational Research: Experiences from the Baltic and Black Sea Circle Consortium for educational research

<abstract><title style='display:none'>Abstract</title>Entrepreneurs keep our economy and society vibrant by implementing new ideas, which is why our society needs people with entrepreneurship competences. The development of our entrepreneurship competences does not begin with the start of our professional lives, but is initiated in earlier phases of our socialisation. Entrepreneurship education can trigger and support this process. A common goal of entrepreneurship education is to strengthen entrepreneurs with value orientation for a sustainable society. All entrepreneurs of the future are in school today, the nature of their value-oriented education and their willingness to participate is shaped by today’s learning. This article provides information about entrepreneurship education, with a focus on Entrepreneurial Challenge-Based Learning for a sustainable future. Entrepreneurial Challenge-Based Learning touches on the basic personal and social issues of responsibility and autonomy and is intended to foster a culture of solidarity in our society.</abstract>

Entrepreneurship Education for a Sustainable Future

<abstract><title style='display:none'>Abstract</title>An objective of the European Union’s Entrepreneurship 2020 Action Plan is to address high levels of youth unemployment in Europe by promoting entrepreneurship. Implementing entrepreneurship education in schools, colleges and universities is one of three strategic interventions proposed by the Action Plan. Sustainable entrepreneurship is a recognised branch of the wider field of entrepreneurship and the literature on sustainable entrepreneurship sees it as a means of addressing some of the sustainability challenges of the 21st century. This article compares the pedagogical approaches and the competences of ESD (Education for Sustainable Development) with those of entrepreneurship education to identify how ESD might influence entrepreneurship education in order to develop entrepreneurs that contribute to a sustainable future. This comparison is placed in the context of the broader debate on the need to transform the dominant neo-liberal economic systems as part of the precondition for achieving a more sustainable future.</abstract>

Can Education for Sustainable Development Change Entrepreneurship Education to Deliver a Sustainable Future?

<abstract><title style='display:none'>Abstract</title>Sustainable education requires teaching practices and techniques that secure strong foundations in learning. The changing contexts, needs and trends of the 21st century challenge teachers to enable students to obtain the skills and knowledge necessary to succeed in an ever changing and digital world (Coklar &amp; Yurdakul, 2017). Schools’ philosophy and curriculum must encourage students to develop adaptive skills that are foundational to lifelong learning to sustain them in changing environments (De Corte, 2019). However, students’ achievement has been drastically compromised throughout the Organisation for Economic Co-operation and Development (OECD) countries. Furthermore, some countries, such as Australia, are facing a concerning decline in academic achievement in science, reading, and mathematics (PISA, 2018). The purpose of this conceptual paper is to explore Self-Regulated Learning (SRL) theory for its potential to enhance students’ sustainable abilities enabling them to engage in lifelong learning. An exploration of SRL theory posits the need for empirical research of effective SRL implementation in schools. The theoretical foundations of SRL are outlined, along with its impact on students’ learning and development in the 21st century. This article explores elements of SRL implementation that support educational bodies in fostering competent learners and sustainable education, including pre-service teachers’ training, teachers’ self-efficacy, a whole-school approach to SRL, and ongoing professional development in SRL.</abstract>

Sustaining Lifelong Learning: A Self-Regulated Learning (SRL) Approach

From Initiatives, to Insights, to Implementation of the Sustainability and Securitability Agenda for 2030

<abstract><title style='display:none'>Abstract</title>Nowadays, education for sustainable development starts covering wider and wider spheres of interest and human activity. Out of the three main spheres of interest, such as environmental, economic, and socio-cultural, the first two mentioned here seem to be given more attention than the sphere of socio-cultural activity. In this respect, the aim of the present paper is to redirect the concern of administrators, researchers and educators preoccupied with sustainability to issues such as equal opportunity, tolerance, respect, and especially foreign language education, being component parts of the socio-cultural sphere. Undoubtedly, competence in the socio-linguistic field becomes the decisive element in negotiations and international contacts which require from the language user to be tactful and tolerant. Since sustainability is not a local issue, all sustainability related problems ought to be discussed on the macro scale, which requires an internationally shared means of communication such as language. Although no name of any language appears in the paper, it becomes evident that the attention is directed towards English as an internationally recognized language or, if necessary, any other language which might serve as a means of communication on the macro scale.In the course of discussion, both the needs and limitations appearing in the process of education for sustainable development are presented and supported by opinions and examples. The paper ends in conclusions directly related to real-life situations, and gives implications to be utilized in the educational process directed at sustainable development.</abstract>

Language Education for Sustainable Development

Open Access License

Publication Ethics Statement

Notes for Contributors

Discourse and Communication for Sustainable Education

The Journal of UNESCO Chair on the Interplay of Tradition and Innovation in Education for Sustainable Development (ESD) at Daugavpils University, Latvia

 Discourse and Communication for Sustainable Education is an international, double blind peer-reviewed journal that provides a forum for the examination of policies, theories and...

Google Scholar h5-index

Google Scholar h5-median

 Discourse and Communication for Sustainable Education is an international, double blind peer-reviewed journal that provides a forum for the...