Shaping social-sustainability values in environmental education/ education for sustainable development through controversial local issues. The case of delignification in Western Macedonia


Published: Sep 16, 2024
Keywords:
Values EE/ESD delignification
Eleni Theofanidou
Penelope Papadopoulou
Abstract

In this paper teachers’ perceptions are investigated regarding the value framework of sustainability along with whether Environmental Education/Education for Sustainable Development (EE/ESD) programs related to controversial local issues, namely the delignification (coal elimination) of Western Macedonia, can promote these values thus contributing to active citizenship and students’ future involvement in decision-making processes. The research was conducted through semi-structured interviews with 18 teachers according to the Grounded Theory (GT) approach. Findings showed that EE/ESD and teachers positively contribute in this direction even though the implementation of programs related to thorny issues of the local community is a difficult task.

Article Details
  • Section
  • ORAL PRESENTASIONS
Downloads
References
Τσιώλης, Γ. (2014). Μέθοδοι και τεχνικές ανάλυσης στην ποιοτική κοινωνική έρευνα. Αθήνα: Κριτική ΑΕ.
Φλογαΐτη, Ε. (2011). Εκπαίδευση για το περιβάλλον και την αειφορία. Αθήνα: Πεδίο.
Agirreazkuenaga, L. (2019). Embedding Sustainable Development Goals in education. Teachers’ perspective about education for sustainability in the Basque autonomous community. Sustainability, 11, 1496-1513. https://doi.org/10.3390/su11051496
Aznar, P., Calero, M., Martínez-Agut, MP., Mayoral, O., Ull, À., Vázquez-Verdera, V., Vilches, A. (2018). Training Secondary Education Teachers through the Prism of Sustainability: The Case of the Universitat de València. Sustainability, 10(11), 4170. https://doi.org/10.3390/su10114170
Burford, G., Hoover, E., Velasco. I., Janoušková, S., Jimenez, A., Piggot, G., … Harder, MK. (2013). Bringing the “Missing Pillar” into Sustainable Development Goals: Towards Intersubjective Values-Based Indicators. Sustainability, 5(7), 3035-3059. https://doi.org/10.3390/su5073035
Carley, S. & Konisky, D.M. (2020). The justice and equity implications of the clean energy transition. Nature Energy, 5, 569–577. https://doi.org/10.1038/s41560-020-0641-6
Činčera, J., Johnson, B., Kroufek, R. & Šimonová, P. (2020). Values education in outdoor Environmental Education programs from the perspective of practitioners. Sustainability, 12(11), 4700. https://doi.org/10.3390/su12114700
Healy, N. & Barry, J. (2017). Politicizing energy justice and energy system transitions: Fossil fuel divestment and a “just transition”. Energy Policy, 108, 451–459. https://doi.org/10.1016/j.enpol.2017.06.014
Horlings, L. G. (2015). The inner dimension of sustainability: personal and cultural values. Current Opinion in Environmental Sustainability, 14, 163–169. https://doi.org/10.1016/j.cosust.2015.06.006
McCauley, D., Ramasar, V., Heffron, R. J., Sovacool, B. K., Mebratu, D., Mundaca, L. (2019). Energy justice in the transition to low carbon energy systems: Exploring key themes in interdisciplinary research. Applied Energy, 233–234, 916-921. https://doi.org/10.1016/j.apenergy.2018.10.005
McIlroy, D., Brennan, S. & Barry, J. (2022). Just transition: a conflict transformation approach. In L. Pellizzoni, E. Leonard, & V. Asara (Ed.), Handbook of Critical Environmental Politics (pp. 416-430). Cheltenham UK: Edward Elgar Publishing. https://doi.org/10.4337/9781839100673.00039
UNESCO. (2020). Education for Sustainable Development: A Roadmap (ESD 2030). Paris: United Nations Educational, Scientific and Cultural Organization. Ανακτήθηκε από: https://unesdoc.unesco.org/ark:/48223/pf0000374802
Wamsler, C. (2020). Education for sustainability. Fostering a more conscious society and transformation towards sustainability. International Journal of Sustainability in Higher Education, 21(1), 112-130. https://doi.org/10.1108/IJSHE-04-2019-0152