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In today’s world, current and future generations are likely to face an immense number of challenges that were not imaginable a few decades ago. Due to worsening environmental conditions, sustainable development is becoming increasingly important, while advancing globalisation and interconnectedness between different countries and regions calls for better understanding of the complexities of the world and proactive behaviour. Thus, UNESCO sees a need and opportunity to achieve target 4.7 of the Sustainable Development Goals "ensure that all learners acquire the knowledge and skills needed to promote sustainable development" by including Education for Sustainable Development (ESD) and Global Citizenship Education (GCED) in teaching curriculum and practices.

Transformative learning is crucial to make students aware and engaged in environmental and urban issues, but evidence on the attitudes and abilities of teachers globally on teaching ESD and GCED is limited. Therefore, PPMI was contracted to study teachers' awareness of ESD and GCED topics (climate change, sustainable production and consumption, human rights including gender equality and cultural diversity and tolerance), and how they perceive their ability to teach these interdisciplinary subjects.

The results of the study, survey results and an accompanied report, will inform UNESCO's next Global Forum on ESD and GCED about different strategies and practices used by teachers across the world and what interventions are necessary to increase teachers’ capacity to teach ESD and GCED.


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