Strategies for Mainstreaming Education for Sustainable Development in Education Systems

This paper proposes the mainstreaming of Education for Sustainable Development (ESD) in education settings around the world. It presents a review of a selection of best practice innovative case studies, and empirical evidence of existing strategies in education settings. This study is part of the research project STRIDES (Systemic Transformative and Resilient Interventional Drivers for Education for Sustainability). The authors comprise the coordinators of the Global Sustainable Futures (GSF) Progress through Partnerships International Network, who have positioned a grand challenge to transform the education systems in which we learn, teach and exchange knowledge. This phase of the project focuses on the development of strategies for mainstreaming education for sustainable development in education systems. In August 2021 the International Governmental Panel on Climate Change (IPPC) report published a stark warning that the planet is hurtling towards 1.5 degrees of warming, a tipping point for catastrophic climate disaster [1] and has been dubbed a `code red for humanity [2]. A further reality check came at COP26 in Glasgow, where research has shown that we are more likely on course for 2.4 degree of warming, if current policies by world governments are not strengthened [3], [4]. Global leaders are failing to understand the most important issue of our time. There is no place where sustainability is not important, and none more so than education. This phase of STRIDES investigates selected innovative practices around the world on ESD. Education for sustainable development (ESD) is specified in Sustainable Development Goal (SDG) goal 4.7 [5]. However, a major knowledge gap exists on ESD practices around the world. In higher education, ESD is often relegated to science and environmental related courses at most universities [6]. In primary and high schools ESD topics are often one off events in the classroom [7] rather than being integrated into the curriculum. Studies have attempted to assess the impact impacts of ESD interventions around the world. Limiting factors include a general lack of knowledge of ESD in education settings [8], the previous research being focused more on the global north, as well a lack evidence for engagement for social change following on from ESD interventions [9]. This research was developed using a case study methodology. However, the authors have adopted a unique knowledge gathering technique to attract multidisciplinary perspectives, including multilateral, transnational and integrated approaches. A questionnaire was conducted through the GSF global Network to collect innovative case studies, and selected studies were chosen to be examined. Two types of ESD teachers were identified in the study; teachers who function as change agents by interacting with students (in-class teachers) and teachers who function as change agents by inciting institutional change (structure oriented teachers). There notable differences between the two groups in terms of perspective of teaching, level of activities and ESD beliefs. Awareness raising of SDGs was done though ecological projects at the University of Western Macedonia in Greece [10]. The projects focussed on SDGs. Using a problem-based learning as an innovative learning strategy for sustainable development for engineering students was explored at Aalborg University in Denmark. The study examined the relevance of using problem-based learning rather than a subject-based approach in a bid to address problem identification and solving adequately for societal wellbeing. Case studies were examined how sustainability was being taught in undergraduate courses in Brazilian HEIs and engineering undergraduates. There is education asymmetry whereby some students know about ESD and some do not. If this does not change, some of our future leaders may have some limited knowledge about sustainability and other may not have any. The practices and attitudes about the sustainable development goals (SDGs) is not universal which could inhibit our ability to achieve them. A new education system thus combining the two foundations innovation and sustainability can form a new generation of citizens [11] ESD needs to be mainstreamed in primary and high schools as well as higher education institutions. The effect of mainstreaming at university level would be having all future leaders irrespective of professional having knowledge and consequently behaviour change related to sustainable development. By mainstreaming ESD in the entire educational systems, the knowledge capital will be built both at individual and institutional level for sustainable development. This would contribute to behaviour change towards sustainability concerns.