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일상 사례로 비추어 본 지속가능발전을 위한 생활 속 우리의 실천: 어린이용 (지속가능발전 교육자료 2호) 발행 연도: 2020 단체 저자: 지속가능발전포털 | 대한민국 환경부 지속가능발전목표를 위해 우리가 일상 생활 속에서 쉽게 실천할 수 있는 행동에는 어떤 것들이 있는지 6가지 행동수칙으로 정리하였다.행동수칙1. 교통, 2. 에너지 절약, 3. 물 아껴쓰기, 4. 장바구니 이용하기, 5. 분리수거하기, 6. 나무 심기 
Sustainable Development in the European Union: Monitoring Report on Progress Towards the SDGs in an EU Context (2020) 발행 연도: 2020 단체 저자: European Union (EU) Sustainable development is firmly anchored in the European Treaties and has been at the heart of European policy for a long time. The 2030 Agenda for Sustainable Development and its 17 Sustainable Development Goals (SDGs), adopted by the UN General Assembly in September 2015, have given a new impetus to global efforts for achieving sustainable development. The EU is fully committed to playing an active role to maximise progress towards the Sustainable Development Goals. This publication is the fourth of Eurostat’s regular reports monitoring progress towards the SDGs in an EU context. The analysis in this publication builds on the EU SDG indicator set, developed in cooperation with a large number of stakeholders. The indicator set comprises around 100 indicators and is structured along the 17 SDGs. For each SDG, it focuses on aspects which are relevant from an EU perspective. The monitoring report provides a statistical presentation of trends relating to the SDGs in the EU over the past five years (‘short-term’) and, when sufficient data are available, over the past 15 years (‘long-term’). The indicator trends are described on the basis of a set of specific quantitative rules. 
Role of Universities in Implementing the SDGs in Afghanistan: Conference Report (2019) 발행 연도: 2019 단체 저자: Kateb University On August 29, 2019, Kateb University, in partnership with the Sustainable Development Solutions Network (SDSN) and Ministry of Economy of Afghanistan (MoEC), UNDP, and Afghanistan Research and Evaluation Unit (AREU), organized a one-day conference titled ‘Role of Universities in Implementation of the SDGs in Afghanistan’. The event was held at Government Media and Information Center with over 250 participants from different universities, CSOs, Development Organizations and the government organizations. They came together to discuss the current status quo of the SDGs in Afghanistan and to discuss the role universities can play in achieving the SDGs in Afghanistan. The conference was a gateway for further cooperation among universities in Afghanistan to play their roles in the fields of Teaching and Learning, Research, External Leadership and Operation and Governance. This report provides a summary of the key issues discussed at the conference and abstracts every presentation. 
Implementing Pedagogical Approaches for ESD in Initial Teacher Training at Spanish Universities (Sustainability 2019; Vol. 11, No. 18) 발행 연도: 2019 저자: Sílvia Albareda-Tiana | Esther García-González | Rocío Jiménez-Fontana | Carmen Solís-Espallargas 단체 저자: Multidisciplinary Digital Publishing Institute (MDPI) Within the framework of the United Nations 2030 Agenda for Sustainable Development, four case studies of the degree in Primary Education at three Spanish universities are analyzed. The aim is to study the suitability of three different active teaching-learning strategies: problem-based learning (PBL), project-oriented learning (POL), and a cross-disciplinary workshop. Another goal is to promote the integration of education for sustainable development (ESD) and measure the level of acquisition of several competencies of sustainability and the change in consumption habits of future teachers after implementing those pedagogical approaches. Initial and final ecological footprint (EF) as well as a rubric to measure the level of acquisition of competencies of sustainability were used as data collection instruments. The conclusions related to the research objectives show that when sustainability is implemented in the curriculum through active teaching-learning strategies, future teachers acquire competencies of sustainability. They also reveal that said strategies contribute to a change in consumption habits as a reduction in the EF is observed. There exists a relation between EF reduction and high levels of acquisition of competency in sustainability. 
행복한 교육 2020년 7월호 (제456호) 발행 연도: 2020 단체 저자: 대한민국 교육부 특별기획 미래_지능정보사회를 이끌 인재 양성 청사진교육부는 최근 ‘과학·수학·정보·융합교육 종합계획(5개년)’을 발표하며 향후 5년간의 미래 인재 양성에 대한 청사진을 제시했다. 교과 간의 긴밀한 연결과 융합을 바탕으로 정책이 수립되어 시너지 효과가 기대된다. 이번 발표에 따르면, 인공지능(AI), 가상·증강현실(VR·AR) 등 최첨단 에듀테크 기술이 교육 현장에 적극적으로 도입되는데, 대표적으로 최첨단 기술을 적용한 지능형 과학실을 2024년까지 모든 학교에 구축하여 학생들이 첨단 과학을 직접 체험하고 학습할 수 있도록 한다는 계획이다. 교육부의 과학·수학·정보·융합교육 청사진을 살펴본다.정책을 말하다_“학생 가정에 농산물꾸러미를 배달합니다”학교급식의 중단으로 학부모와 농가, 급식업체의 부담이 증가함에 따라 교육부와 농림축산식품부는 시도교육청·지자체와 협력하여 ‘학생 가정 농산물꾸러미 지원사업’을 추진하고 있다. 꾸러미사업에 서울, 대구, 인천, 광주, 대전, 세종, 경기, 강원, 충북, 충남, 전북, 전남, 경북, 경남과 부산 기장군에서 참여하며 499만여 명의 학생 가정에 3만 7천 톤의 농산물을 공급하였다. 일부 지역(울산, 부산, 제주, 세종)에서는 학생 가정 내 경제적 부담을 줄여주고자 잔여 급식예산을 교육재난지원금 등의 형태로 지급하고 있다. 
A Case Study on the Possible Contribution of Global Citizenship Concept to Education for Sustainable Development (Environmental Education; Vol. 31, No.1) 발행 연도: 2018 저자: Seyoung Hwang 단체 저자: Korean Society for Environmental Education The aim of this study was to explore the ways in which the recent discussion on global citizenship education could contribute to the discursive possibility of education that addresses cultural diversity and co-existence which had not been considered much in the education for sustainable development (ESD) field. For that, the study showed how the formative experience of global citizen identity as the core concept of global citizenship can be a significant learning experience for ESD. The case studies included UNESCO school activity, school club activity, international volunteering activity and local cultural exchange activity. Based on the interviews with participants, the study found out that they were in the state of accepting or orienting themselves toward global citizen identity. The study also identified the kinds of qualitative experiences affecting such identity formation as facing and reflecting on one’s own cultural bias, intercultural sympathy, participation and action beyond mere knowledge acquisition, self-directed participation and achievement, lack of reflection in the one’ own life context as a global citizen, and conflict with the values embedded in the competition-driven lifestyle. Based on the result, the potential and meanings of the ESD focused on global citizen identity were discussed. 세계시민의식 개념의 지속가능발전교육 기여 가능성에 대한 질적 사례연구 (환경교육; Vol. 31, No. 1) 발행 연도: 2018 저자: Seyoung Hwang 단체 저자: Korean Society for Environmental Education 본 연구의 목적은 최근 세계시민교육에 대한 활발한 논의와 실천이 그간 지속가능발전교육에서 간과되어왔던 문화 다양성 존중과 공존과 관련된 교육적 논의를 확산하는데 어떻게 기여할 수 있는지를 탐색하는 데 있다. 이를 위해 본 연구에서는 세계시민의식의 핵심 개념인 세계시민 정체성(global citizen identity)의 형성이 지속가능발전교육의 중요한 학습 경험이 될 수 있다는 것을 연구 사례를 통해 보여주고자 하였다. 이를 위해 유네스코학교활동, 동아리, 해외자원봉사활동, 지역문화교류활동 등의 4가지프로그램 사례에 대한 질적 연구를 수행하였다. 연구 결과, 참여자들은 세계시민 정체성을 수용 또는 지향하는 과정에 있었으며, 이에 영향을 주는 질적 경험에는 문화적 편견에 대한 직시와 성찰, 타문화권 사람들과의 정서적 교감, 지식만이 아닌 참여와 실천, 자기 주도적 참여와 성취, 개인 관심사와 연결, 내 삶 안에서 세계시민으로서의 성찰 부족, 경쟁위주의 삶의 양식과의 가치 충돌 등이 있음을 파악하였다. 이러한 분석 결과를 바탕으로, 지속가능발전교육에서 세계시민의식의 형성을 핵심 목표로 삼는 교육적 접근의 가능성과 의미를 논의하였다. 
Peace Education Performances 발행 연도: 2016 저자: Enrique Chaux | José Fernando Mejía | Juanita Lleras | David Guáqueta | Andrea Bustamante | Gloria Inés Rodríguez | Paula Andrea Pineda | Alexander Ruiz-Silva | Carolina Valencia | Charlotte Greniez | Daniel García | Sara Victoria Alvarado | Ana María Velásquez 단체 저자: Colombia. Ministerio de Educación Nacional This document presents a proposal for Peace Education performances for grades k to 11th. This proposal seeks to be an illustration of a curricular design consistent with the Guidelines for the Implementation of the Peace Law. 
Global Citizenship Education: Critical and International Perspectives 발행 연도: 2020 저자: Abdeljalil Akkari | Kathrine Maleq 단체 저자: Springer Nature | Swiss National Science Foundation This open access book takes a critical and international perspective to the mainstreaming of the Global Citizenship Concept and analyses the key issues regarding global citizenship education across the world. In that respect, it addresses a pressing need to provide further conceptual input and to open global citizenship agendas to diversity and indigeneity.Social and political changes brought by globalisation, migration and technological advances of the 21st century have generated a rise in the popularity of the utopian and philosophical idea of global citizenship. In response to the challenges of today’s globalised and interconnected world, such as inequality, human rights violations and poverty, global citizenship education has been invoked as a means of preparing youth for an inclusive and sustainable world.In recent years, the development of global citizenship education and the building of students’ global citizenship competencies have become a focal point in global agendas for education, international educational assessments and international organisations. However, the concept of global citizenship education still remains highly contested and subject to multiple interpretations, and its operationalisation in national educational policies proves to be challenging.This volume aims to contribute to the debate, question the relevancy of global citizenship education’s policy objectives and to enhance understanding of local perspectives, ideologies, conceptions and issues related to citizenship education on a local, national and global level. To this end, the book provides a comprehensive and geographically based overview of the challenges citizenship education faces in a rapidly changing global world through the lens of diversity and inclusiveness. Desempeños de educación para la paz 발행 연도: 2016 저자: Enrique Chaux | José Fernando Mejía | Juanita Lleras | David Guáqueta | Andrea Bustamante | Gloria Inés Rodríguez | Paula Andrea Pineda | Alexander Ruiz-Silva | Carolina Valencia | Charlotte Greniez | Daniel García | Sara Victoria Alvarado | Ana María Velásquez 단체 저자: Colombia. Ministerio de Educación Nacional Este documento presenta una propuesta de desempeños de Educación para la Paz para los grados transición a 11º. Esta propuesta busca servir de ilustración de cómo podría ser un diseño curricular consistente con las Orientaciones para la Implementación de la Cátedra de la Paz.