{"id":317,"date":"2020-12-21T17:24:52","date_gmt":"2020-12-21T17:24:52","guid":{"rendered":"http:\/\/foror.uniri.hr\/?p=317"},"modified":"2021-01-18T18:01:28","modified_gmt":"2021-01-18T18:01:28","slug":"education-sciences-special-issue-education-for-sustainable-development-and-teaching-challenges-practice-and-research","status":"publish","type":"post","link":"https:\/\/foror.uniri.hr\/?p=317&lang=en","title":{"rendered":"Education Sciences and Sustainability Special Issue “Education for Sustainable Development and Teaching: Challenges, Practice and Research”"},"content":{"rendered":"\n

Project team members Nena Ron\u010devi\u0107 and Nena Vukeli\u0107 are guest editors of the joint Special Issue “Education for Sustainable Development and Teaching: Challenges, Practice and Research<\/a>“of the journals Education Sciences and the journal Sustainability.<\/p>\n\n\n\n

This special issue is now open for submission until 30 June 2021<\/strong>. More information about the special issue down below. <\/p>\n\n\n\n

Special Issue Information<\/h2>\n\n\n\n

SDG 2030 includes 17 global goals that are not achievable without education for sustainable development (ESD). Modern approaches to ESD include interdisciplinary sciences, transformational learning, and the active role of students.<\/p>\n\n\n\n

The implementation of ESD in systems at all levels of education depends on a number of factors, most notably the role of teachers. The final report of the UN Decade of Education for Sustainable Development, titled “Shaping the Future We Want”, explicitly emphasizes that when it comes to the continuous professional development of preschool and primary school teachers and overall educators, it is necessary to more significantly work on this aspect of education and develop it further. Therefore, it is necessary to review the existing models of education and professional development of educators . Educators, namely teachers, are the most important components between students and ESD, and their role is to foster connections with nature, empathy, and positive attitudes about the environment, which are values, attitudes, and behaviors that will be the foundation for more sustainable lifestyles and thus will contribute to SDG 2030.      <\/p>\n\n\n\n

This Special Issue of Education Sciences<\/em> attempts to answer significant questions encompassing a number of factors that are an integral part of ESD-focused practice and that influence initial teacher education and professional development. These include the following:<\/p>\n\n\n\n