Published March 20, 2024 | Version Innovation The Research Concept
Journal article Open

Education for Sustainable Development: Strategies, Challenges, and Long-Term Impact

Authors/Creators

  • 1. University Of Rajasthan Jaipur,Rajasthan, India
  • 2. University Of Rajasthan Jaipur, Rajasthan, India

Description

This paper has been published in Peer-reviewed International Journal "Innovation The Research Concept"                     

URL : https://www.socialresearchfoundation.com/new/publish-journal.php?editID=8692

Publisher : Social Research Foundation, Kanpur (SRF International) 

Abstract :  This paper explores the multifaceted landscape of education for sustainable development (ESD) by examining strategies for integration into curricula, the pivotal role of educators, global challenges necessitating sustainability education, and the far-reaching impacts on individuals, communities, and the planet. Emphasizing interdisciplinary teaching, project-based learning, and experiential activities, the paper outlines practical approaches for seamlessly incorporating sustainability into education. It delves into the responsibilities of educators in fostering critical thinking, awareness, and community engagement, highlighting the need for continuous professional development. Addressing potential obstacles, such as resource constraints and resistance to change, the paper proposes solutions such as external funding, comprehensive training, and advocacy for curriculum flexibility. Moreover, it emphasizes the importance of standardized guidelines, community partnerships, and global collaboration to overcome challenges and ensure the effective implementation of sustainability education. The long-term benefits for individuals, communities, and the planet are explored, demonstrating the transformative power of sustainability education in shaping environmentally conscious and socially responsible citizens.

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Additional details

Identifiers

ISSN
2456-5474

Related works

Is published in
Journal article: 2456-5474 (ISSN)

Dates

Submitted
2024-03-05
Accepted
2024-02-16

References

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