Abstract
When education for sustainable development (ESD) emerged as part of the educational agenda in the international arena, it was associated with significant shifts in the educational debate about the purpose and nature of education and with the need to respond to crises caused by the modern idea of progress. Scientists from different fields warn humanity that the current trajectory of capitalism is leading towards environmental and cultural decline and that urgent measures are required to deal with the current and emerging issues. Global financial and economic crises, poverty and inequality, climate change and environmental degradation reinforce our understanding that a collaborative effort is required in addressing the existing status quo through education. These changing contexts require transformative education that must play a key role in developing a planetary vision, in “securing sustainable life chances, aspirations and futures for young people”. This paper refers to the essence of SD and the ethics behind it, explores current research on ESD in technology education (TE) and suggests a number of challenges that emerged for technology education as a result of the global SD agenda. They are related to policy and curriculum development, teaching and learning, and teacher training. This paper argues that current and future research on ESD in technology education must be framed by a shared vision about quality education and a society that lives in balance with Earth’s carrying capacity. The paper concludes with suggestions for further directions for research associated with the areas of challenge.
Similar content being viewed by others
Notes
These frames are comprised of two elements: a habit of mind (the assumptions we receive and assume from our culture) and a resulting point of view (one’s actions) (Mezirow 2000).
Human rights, Peace and human security, Gender equality, Cultural diversity and intercultural understanding, Health, HIV/AIDS, Governance, Natural resources (water, energy, agriculture, biodiversity), Climate change, Rural development, Sustainable urbanisation, Disaster prevention and mitigation, Poverty reduction, Corporate responsibility and accountability, and Market economy (UNESCO 2006, 18–20).
See Pavlova (2009a) for discussion on planetary consciousness.
See for example, Ecodesign Tools and 10 Golden Guidelines, http://www.pre.nl/ecodesign/ecodesign.htm.
References
Argyris, C., & Schön, D. A. (2004). Organizational learning II: Theory, method and practice. In W. Scott & S. Gough (Eds.), Key issues in sustainable development and learning: A critical review (pp. 63–68). London: Routledge Falmer.
Ball, S. J. (1994). Educational reform: A critical and post structural approach. Buckingham: Open University Press.
Ball, S. J. (1997). Policy sociology and critical social research: A personal review of recent education policy and policy research. British Educational Research Journal, 23(3), 257–274.
Bonnett, M. (2002). Education for sustainability as a frame of mind. Environmental Education Research, 8(1), 9–20.
Campbell, W. J., McMeniman, M. M., & Baikaloff, N. (1992). Visions of a desirable future for Australian society. New Horizons in Education, 87, 17–39.
Cartea, P. Á. M. (2005). In praise of environmental education. Policy Futures in Education, 3(3), 284–295.
De Vries, M., & Dakers, J. R. (2005). Editorial. International Journal of Technology and Design Education, 15(2), 95–97.
Elshof, L. (2003). Teacher’s interpretation of sustainable development. In J. Dakers & M. J. de Vries (Eds.), PATT-13 international conference on design and technology educational research (pp. 45–51). Glasgow, UK: Faculty of Education University of Glasgow.
Elshof, L. (2005). Teacher’s interpretation of sustainable development. International Journal of Technology and Design Education, 15(2), 173–186.
Elshof, L. (2009). Towards sustainable practices in technology education. International Journal of Technology and Design Education, 19(2), 133–147.
Engeström, Y. (1987). Learning by expanding: An activity-theoretical approach to developmental research. Helsinki: Orienta-Konsultit.
Engeström, Y. (1993). Developmental studies on work as a testbench of activity theory. In S. Chaiklin & J. Lave (Eds.), Understanding practice: Perspectives on activity and context. Cambridge: Cambridge University Press.
Engeström, Y. (1995). Objects, contradictions and collaboration in medical cognition: An activity-theoretical perspective. Artificial Intelligence in Medicine, 7, 395–412.
Engeström, Y. (1999). Activity theory and individual and social transformation. In Y. Engeström, R. Miettinen, & R.-L. Punamäki (Eds.), Perspectives on activity theory. Cambridge: Cambridge University Press.
Freire, P., & Macedo, D. P. (1995). A dialogue: Culture, language, race. Harvard Educational Review, 65, 377–402.
Hill, A. M., & Elshof, L. (2007). Sustainable practices as an aspect of technological literacy: Research findings from secondary school teachers’ and their classrooms. In J. Dakers, W. Dow, & M. de Vries (Eds.), Teaching and learning technological literacy in the classroom: The PATT-18 international conference on design and technology educational research (pp. 241–250). Glasgow: University of Glasgow Print Unit.
Holdsworth, I., & Conway, B. (1999). Investigating values in secondary design and technology education. The Journal of Design and Technology Education, 4(3), 205–214.
Huckle, J. (2006). Education for sustainable development: A briefing paper for the training and development agency for schools. http://john.huckle.org.uk/download/2708/Education%20for%20Sustainable%20Development,%20a%20briefing%20paper%20for%20the%20Teacher%20Training%20Agency.doc.
Huckle, J., & Sterling, S. (2005). Education for sustainability: An invitation to join a debate. http://john.huckle.org.uk/publications_downloads.jsp.
International Technology Education Association. (2000). Standards for technological literacy: Content for the study of technology. Reston, Virginia: The author.
IUCN, Unep, & WWF. (1991). Caring for the earth: A strategy for sustainable living. Switzerland: IUCN.
Leont’ev, A. N. (1981). Problems of the development of the mind. Moscow: Progress.
Lundegård, I., & Wickman, P.-O. (2007). Conflicts of interest: An indispensable element of education for sustainable development. Environmental Education Research, 13(1), 1–15.
Marginson, S. (1993). Education and public policy in Australia. Cambridge: Cambridge University Press.
Martin, M. (2003). Significance of sustainability issues for design and technology education: Rhetoric, reality and resources. In J. Dakers & M. J. de Vries (Eds.), PATT-13 International conference on design and technology educational research (pp. 165–169). Glasgow, UK: Faculty of Education University of Glasgow.
Mezirow, J. (2000). Learning to think like an adult: Core concepts of transformative theory. In J. Mezirow (Ed.), Learning as transformation: Critical perspectives on a theory in progress. San Francisco: Jossey-Bass.
Miller, C., & Pitt, J. (2000). Live Well! Live wisely! Technology for sustainable development. London: Intermediate Technology.
Mooney, B. (2006). Facilitating Socio-cultural learning within technology education. Unpublished Honours dissertation supervised by M. Pavlova. Griffith University: Brisbane.
O’Neill, M. H. (1995). Introduction. In D. S. G. Carter & M. H. O’Neill (Eds.), International perspectives on educational reform and policy implementation (pp. 1–11). London: Falmer Press.
Parker, W. C., Ninomiya, A., & Cogan, J. (1999). Educating world citizens: Toward multinational curriculum development. American Educational Research Journal, 36(2), 117–145.
Pavlova, M. (2001). Theorising knowledge in technology education: Policy analysis of four countries. Unpublished PhD Thesis. La Trobe University: Melbourne.
Pavlova, M. (2002). “Teaching” values in technology education: a critical approach for the theoretical framework. In H Middleton, M. Pavlova and D. Roebuck (Ed), Learning in Technology Education: Challenges for the 21st Century, Proceedings of the 2nd Biennial International Conference on Technology Education Research (pp.96 –102).Brisbane: Griffith University.
Pavlova, M. (2005). Knowledge and values in technology education. International Journal of Technology and Design Education, 15(2), 127–147.
Pavlova, M. (2006). Technology education for sustainable futures. Design and Technology Education: An International Journal, 11(2), 41–53.
Pavlova, M. (2009a). Conceptualisation of technology education within the paradigm of sustainable development. International Journal of Technology and Design Education, 19, 109–132.
Pavlova, M. (2009b). Technology and vocational education for sustainable development: Empowering individuals for the future. Dordrecht: Springer.
Pavlova, M. (2011). ESD through technology education: contextualisation of approaches. African Journal of Research in Mathematics, Science and Technology Education, 15(3), 41–55.
Pavlova, M., & Turner, S. (2007). It’s never too early: education for sustainable development. The International Journal of Environmental, Cultural, Economic and Social Sustainability, 2(7), 69–76.
Pearson, G., & Young, A. T. (Eds.). (2002). Technically speaking: Why all Americans need to know more about technology. Washington, DC: National Academy Press.
Peters, M. A., & Gonzalez-Gaudiano, E. (2008). Introduction. In E. González-Gaudiano & M. A. Peters (Eds.), Environmental education: Identity, politics and citizenship (pp. 1–11). Rotterdam: Sense Publishers.
Pitt, J., & Lubben, F. (2009). The social agenda of education for sustainable development within Design & Technology: The case of the sustainable design award. International Journal of Technology and Design Education, 19(2), 167–186.
QCA. (2007a). New secondary national curriculum. Retrieved October 21, 2007, from http://www.qca.org.uk/libraryAssets/media/D-and-T_KS3_PoS.pdf.
QCA. (2007b). GCE AS and A level subject criteria for design and technology (September 2006).Retrieved October 21, 2007, from http://www.qca.org.uk/libraryAssets/media/qca-06–2845_design_technology.pdf.
QSA. (2007). Technology studies syllabus. Brisbane: The State of Queensland.
Ritz, J. M. (2009). A new generation of goals for technology education. Journal of Technology Education, 20(2), 50–64.
Robinson, J. (2004). Squaring the circle? Some thoughts on the idea of sustainable development. Ecological Economics, 48, 369–384.
Shamaeva, M. I., Semenova, V. D., & Sitnikova, N. V. (1995). Didakticheskii material ‘Natsional’no –regionalnuj component na urokah anglijskogo jazuka” [Teaching materials “National – regional component for English lessons’]. Yakutsk: Bitchik.
Stables, K. (2009). Educating for environmental sustainability and educating for creativity: Actively compatible or missed opportunities? International Journal of Technology and Design Education, 19(2), 199–219.
Sterling, S. (2001). Sustainable education, re-visioning learning and change. Dartington: Green Books.
Sterling, S. (2004). Sustainable education: Re-visioning learning and change. Schumacher Briefings no. 6. Devon: Green Books, Ltd.
Sterling, S. (2007) From the push of fear, to the pull of hope: Learning by design. Southern African Journal of Environmental Education, 24, 30-34. Retrieved 12 March 2010, from http://www.eeasa.org.za/index.php?option=com_content&view=article&id=64:southern-african-journal-of-environmental-education-volume-24-2007&catid=45:journals&Itemid=72.
Stevenson, R. B. (2006). Tensions and transitions in policy discourse: Recontextualizing a decontextualized EE/ESD debate. Environmental Education Research, 12(3–4), 277–290.
Taylor, E. W. (2008). Transformative learning theory. New Directions for Adult and Continuing Education, 119, 5–15.
UN. (1992, June). Rio declaration on environment and development. Presented at the United Nations Conference on Environment and Development (UNCED), Rio de Janeiro, Brazil. http://www.un.org/documents/ga/conf151/aconf15126-1annex1.htm.
UNEP (2011). Towards a Green Economy: Pathways to Sustainable Development and Poverty Eradication. Access from www.unep.org/greeneconomy on June 2011.
UNESCO. (1969). Final report.I Intergovernmental conference of experts on the scientific basis for rational use and conservation of the resources of the biosphere, Paris, 4-13 September 1968. Document SC/MD/9. Paris: UNESCO. http://unesdoc.unesco.org/images/0001/000172/017269eb.pdf.
UNESCO. (1997) Educating for a Sustainable Future: A Transdisciplinary Vision for Concerted Action. Prepared for International Conference on Environment and Society: Education and Public Awareness for Sustainablity. Thessalonika (Greece), 8-12 December 1997. Document EPD-97/CONF.401/CLD.1. Paris: UNESCO.
UNESCO. (2005). United Nations decade of education for sustainable development 2005–2014. UNESCO Education Sector: International implementation scheme. Paris.
UNESCO. (2006). Framework for the DESD international implementation scheme. Paris: UNESCO Education Sector. http://unesdoc.unesco.org/images/0014/001486/148650E.pdf.
UNESCO. (2009, March-April). Bonn Declaration on Education for Sustainable Development. UNESCO World Conference on Education for Sustainable Development, Bonn, Germany. Bonn: German Commission for UNESCO.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press.
Vygotsky, L. S. (1987). Thinking and speech. New York: Plenum.
Wicklein, R. (Ed.). (2001). Appropriate technology for sustainable living. 50th yearbook of the Council on Technology Teacher Education. VA: ITEA.
Williams, S. H. (2003). Black mama sauce: Integrating the theatre of the oppressed and afrocentricity in transformative learning. In C. A. Wiessner, S. R. Meyer, N. L. Pfhal, and P. G. Neaman (Eds.), Proceedings of the Fifth International Conference on Transformative Learning, (cited in Taylor, 2008).
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Pavlova, M. Teaching and learning for sustainable development: ESD research in technology education. Int J Technol Des Educ 23, 733–748 (2013). https://doi.org/10.1007/s10798-012-9213-9
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10798-012-9213-9