Purpose: The paper aims to provide a conceptual map of how to mediate between sustainability theory and practice in higher education and how disciplinary divides can be bridged. It further looks at issues linked to knowledge views and drivers for institutional change that affect opportunities for whole institution development promoting action…

This article examines intercultural aspects of global service learning (GSL) focused on gender and sustainable development in rural Tanzania. The discussion draws from critical development and postcolonial feminist approaches to examine how GSL addresses globalization, social histories, and political economies of development. The empirical…

Purpose: This paper aims to present an experience-based learning framework that provides a bottom-up, student-centered entrance point for the development of systems thinking, normative and collaborative competencies in sustainability. Design/methodology/approach: The framework combines mental mapping with exploratory walking. It interweaves…

The early 21st century has seen a period of extreme turbulence in education at all levels in the UK. Although education policy was administrated on a territorial basis before 1999, the 1998-1999 devolution settlement has amplified the complexity of education policy and practice across England, Wales, Scotland, and Northern Ireland. Through a…

The process of globalization and the changeability of environment nowadays demand that society ensure sustainability for itself and its lifewide environment. Therefore nowadays the paradigm of personality's and specialist's competitiveness is changing. The old paradigm is substituted by a set of new viewpoints and concepts. The issue of ensuring…

In numerous UN policy documents, a sustainable future through education is set in a key position; the UNESCO Global Action Programme on Education for Sustainable Development (UNESCO, 2018) is no exception. Therefore, it is of great importance to examine and report how different UN member countries work towards the implementation of sustainability…

There has been a major shift in educational learning goals--as seen most recently by Goal 4.7 of the Sustainable Development Goals--focused on global citizenship education and education for sustainable development. The shift concerns recognition of the need for education systems to equip learners with competencies such as problem solving,…

This article tries to contribute to the critical debate on the ideological and globalising potential of education for sustainable development (ESD), which exists in the research field of environmental education, by highlighting potential contradictions in the argumentation for ESD's ideological and globalising tendency. Further, the authors…

As the "Hamburg Declaration" makes clear, adult education (AE) is a key component of development strategies that seek to ensure the long-term well-being of nations. Yet, with few exceptions most countries systematically underinvest in AE. Of course, it is no easy task to achieve adequate investment levels that reflect an appropriate balance…

People are confronted with escalating, interrelated global problems: climate change, growing extinction rates, economic instability, a looming energy catastrophe, depletion of resources, and an ever-growing population of people, each of whom requires food, water, shelter, and a job. Clearly, people need to create better, sustainable, and…

Education for All has been a concept at the heart of international development since 1990 and has found its latest instantiation within the Sustainable Development Goals (SDGs) as SDG 4, "Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all". Open education, in the form of resources and…

In an era of globalization, multifaceted and complex changes have increasingly interconnected geographically dispersed places. A central question of globalization studies concerns whether top-down forces of globalization are forging a global culture or whether processes of globalization from below are able to push back against homogenization by…

As the UN Decade of Education for Sustainable Development ends, there will be celebrations and the inevitable reporting on activities and outcomes. Countless meetings, events, and sessions have occurred around the world. This opinion piece acknowledges three significant events or outcomes that are shaping the future of ESD within formal education…

This analysis covers the period from 1925 to 2016 in respect of constructing national and global goals and targets in education and training. Tensions between global and national approaches to target-setting are identified. Equally, the ownership of the global target discourse is discussed along with its contested relevance to both developed and…

The types of academic programmes offered by universities, both public and private, are considered to be critical to the realization of development agendas. This study was descriptive in nature and sought to establish whether universities in the East African region were offering academic programmes that were relevant to the realization of the…