Competences in Education for Sustainable Development: Critical Perspectives

Acknowledgements
Contents
Contributors
Abbreviations
Part I: Conceptualising Competences
1: Introduction
Sustainable Development and the Role of Education
What’s in a Name?
The Structure and Contents of This Book
References
2: The Competence Turn
Introduction
The Rise of Competence-Based Education
Competences in Environmental and Sustainability Education (ESE)
Four Hazards of the Competence Approach
Conceptual Confusion
The Centrality of Context
Impacts on Pedagogy
Distractions from Fundamental Issues
References
3: Educators’ Competence Frameworks in Education for Sustainable Development
Introduction
Competences in Educational Programmes
Frameworks and Models of Educators’ Competences in ESD
Discussion
Conclusion
References
4: What Do Key Competencies in Sustainability Offer and How to Use Them
Agreement on Key Competencies in Sustainability
Flaws in Current Practices
Good Practices
Outlook
References
5: A Rounder Sense of Purpose: Competences for Educators in Search of Transformation
Introduction
The Rounder Sense of Purpose Framework
Thinking Holistically
Envisioning Change
Achieving Transformation
Links to the UN Sustainable Development Goals (SDGs)
As a Contribution to SDG 4: Quality Education
As a Means to Address Other SDGs
Key Issues/Challenges
The Concept of Competence
Graphic Representation
Pedagogical Approach
Learning Outcomes
Assessment
Where Next?
Project Partners
References
6: On the Educational Difference Between Being Able and Being Willing
Introduction
What Does It Mean to Be Competent?
What Does Competent Mean in an Everyday Sort of Way and How Did Its Technical Meaning Change So Much?
What Then of Dispositions?
Is Competence an Intolerably Blunted Conceptual Tool, in the Hands of ESD Practitioners?
Does Conflating Cognition and Affect Matter? Is This Mere Semantics?
When It Really Does Matter
Is There Some Good News Here?
Taking a U Turn
References
7: Complexity and Criticality in Relation to ESD Competences
Introduction: Two Competences to Be Developed in the Perspective of Citizenship Education
The Paradigms of Complexity and Criticality
Complex Thinking at School: Opportunities and Risks
Critical Thinking at School: Opportunities and Risks
The Competence-Based Approach: Current Controversies and Challenges
A Key Element to Address in Teacher Training: Conspiracy
Conclusion
References
8: Post-Normal Science, Transdisciplinarity, and Uncertainty in Relation to Educators’ Competences: A Conversation with Silvio Funtowicz
Introduction
Conversation with Silvio Funtowicz
Final Reflective Thoughts
References
9: ESD Competences for Deep Quality in Education
Introduction
Quality Education
ESD, Competences and Quality Education
The RSP Model of ESD Competences and Deep Quality in Education
Concluding Remarks
References
Part II: Integrating Competences
10: The Highs and Lows of Working ESD Competences into HEI Frameworks
Introduction
Building Bridges Between the UOC’s Competence Framework and ESD
Tensions and Opportunities
Final Remarks
References
11: Breaking the Mold: Educators as Agents of Change
Introduction
Who Are the Educators Promoting Change?
The Italian Context for Education for Sustainability
Piloting the RSP Competence Model
What Have We Learned?
References
12: Framing the Frames: Integrating an ESD Approach Into an Existing National Framework
Introduction
Educator Competences: Weaving the Old with the New
Pedagogical Questions
Structural Questions
Conclusion
References
13: The Rise of Competence-Based Learning in the Netherlands and Its Impact on the Implementation of ESD at Marnix Academie
Introduction
Some Terminology
Methodology
Analysis of the Rise of CBL in Teacher Training Institutes in the Netherlands
Marnix Academie and CBL
Analysis of the Implementation of (E)SD at MA
Vision
Curriculum
Teaching
Facility Management
Human Resource Management (HRM)
Professional Development
Community
Conclusions and Lessons Learned: Did CBL Help with Implementing ESD?
References
14: Working on ESD Teacher Competences in Switzerland: A Case Study at the University of Teacher Education Vaud
Introduction: A Supportive Context for Implementing ESD
Conceptual Framework: A Call for a Paradigm Shift
The Example of a Course for Pre-service Primary School Teachers
What Students Have Learned
How to Assess Competences
Strengths and Limitations of the RSP Model
An Action Plan for HEP Vaud
Discussion
Perspectives
References
15: Development and Assessment of ESD Competences: Staff Training at the University of Vechta
Introduction
Relevance of Academic Staff Training in German Higher Education
Development and Assessment of ESD Competences
Staff Training at the University of Vechta
Discussion and Conclusion
References
16: ESD Competences and Teacher Educators’ Professional Development: Findings and Implications of the Cyprus Example
Introduction
Professional Development and ESD in Cyprus
Methodology
Findings
Defining Competences
Training Received
Impact on ESD Educators’ Professional Development
Support Needed
Familiarity with the RSP Model and Suggestions for Improvement
Discussion
Final Remarks
References
Part III: Pedagogy and Competences
17: Connections Between Sustainable Development Competences and Pedagogical Approaches
Introduction
State of the Art of Developing Sustainable Development Competences
Discussion and Conclusions
References
18: Art and Connectedness within Sustainability: Educating Through Aesthetic Pedagogies
Introduction
Slow, Embodied, Aesthetic Pedagogies: The Artistic Turn in Sustainability Education
Methodological Approach
Results and Discussion
How Are the Arts Applied in These Experiences and with Which Motivations?
What Kinds of Insights Are Reported and How Are They Linked to Competencies?
How Can Reported Insights Critically Inform Current Frameworks of Sustainability Competencies?
Challenges and Needs: What Do Educators Need in Order to Engage with Arts-Based Sustainability Education?
Final Thoughts
References
19: Gamification for Sustainability: A Possible Renaissance of Role-Playing Game Mechanics in Pedagogy
Introduction
Approaches to Gamification
Ethical Questions
Game Design: Experiments with Teachers and Students
Conclusion
References
20: Outdoor and Sustainability Education: How to Link and Implement Them in Teacher Education? An Empirical Perspective
Introduction
Transformative Outdoor Education within the Frame of Sustainability: A Conceptual Framework
Operationalizing Transformative OE: An Outdoor Project-Based Approach
Analysis of Students’ Point of View and Transfer (or Implementation) Activity
Foster an Active Encounter with Place
Link Outdoor Experience and School Knowledge
Work with Collective Intelligence
Make an Explicit Link to SE
Discussion
Conclusion
References
21: Assessing Sustainability Competences: A Discussion on What and How
References
Part IV: Conclusions
22: Lessons Learned and Future Research Directions in Educating for Sustainability Competencies
Introduction
Conceptual Terminology and Rich Descriptions of Competencies Are Needed
Curriculum Design and Development Must Support Education Around Sustainability Competencies
The Context in Which Sustainability Competencies are Defined and Developed Is Important
Further Research and Experimentation Are Needed to Explore How Sustainability Competencies Can Best Be Developed Through Online Learning
Concluding Remarks
References
23: Closing Thoughts: The Role of Educator Competences for ESD in Turbulent Times
Learning from COVID?
The Role of Educator Competences for ESD
Three Levels of Challenge
References
Index