‘Bolder steps needed’ to teach sustainability, says Leru – Research Professional News
‘Bolder steps needed’ to teach sustainability, says Leru Research Professional News
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League of European Research Universities suggests creation of sustainability education centre to develop expertise
Introduction
The League of European Research Universities (Leru) has recommended the establishment of a sustainability education centre to enhance expertise in teaching sustainability in accordance with the United Nations Education for Sustainable Development (ESD) principles. Leru assessed the implementation of these principles among its 24 member universities and found that while many offer degrees and elective modules focused on sustainability, there is a need for bolder steps to be taken.
Implementation of ESD Principles
Leru’s report highlights that several member universities have degree programs dedicated to sustainability and provide elective modules on the topic. However, it acknowledges that making sustainability courses mandatory may face challenges and may not be the most effective approach. Nevertheless, the report emphasizes the need for more significant progress in integrating sustainability education.
The Role of a Sustainability Education Centre
The report proposes the creation of a centre for the development of ESD to foster expertise that can be tailored to the specific needs of different departments. This centre would serve as a hub for advancing sustainable development education within Leru member universities.
Integration with Cutting-Edge Research
Leru emphasizes that the implementation of ESD principles should be closely linked to cutting-edge research. It aims to ensure that students not only gain knowledge about sustainability but also understand how research can contribute to sustainable development.
Call to Action
Linda Doyle, Chair of Leru and Provost of Trinity College Dublin, urges Leru universities and their staff to utilize their knowledge and expertise to develop and embed education programs for sustainable development in their teaching.
SDGs, Targets, and Indicators in the Article
1. Which SDGs are addressed or connected to the issues highlighted in the article?
- SDG 4: Quality Education
- SDG 12: Responsible Consumption and Production
- SDG 13: Climate Action
- SDG 17: Partnerships for the Goals
The article discusses the need for universities to teach sustainability and equip students with knowledge and skills related to sustainable development. This aligns with SDG 4, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. Additionally, the focus on sustainability education is connected to SDG 12, which promotes responsible consumption and production, and SDG 13, which addresses climate action. The establishment of a center for the development of Education for Sustainable Development (ESD) also highlights the importance of partnerships for achieving the goals, as emphasized in SDG 17.
2. What specific targets under those SDGs can be identified based on the article’s content?
- SDG 4.7: By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development.
- SDG 12.8: By 2030, ensure that people everywhere have the relevant information and awareness for sustainable development and lifestyles in harmony with nature.
- SDG 13.3: Improve education, awareness-raising, and human and institutional capacity on climate change mitigation, adaptation, impact reduction, and early warning.
- SDG 17.16: Enhance the global partnership for sustainable development, complemented by multi-stakeholder partnerships that mobilize and share knowledge, expertise, technology, and financial resources.
The article emphasizes the need for universities to equip students with knowledge and skills related to sustainable development, aligning with SDG 4.7. It also highlights the importance of raising awareness and providing relevant information for sustainable development, which corresponds to SDG 12.8. The focus on climate action and the integration of research into sustainability education relate to SDG 13.3. Lastly, the establishment of a center for ESD reflects the goal of enhancing global partnerships for sustainable development, as stated in SDG 17.16.
3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?
Yes, the following indicators can be used to measure progress towards the identified targets:
- Number of universities offering degrees or courses focused on sustainability
- Percentage of students enrolled in elective modules on sustainability
- Number of universities implementing ESD principles
- Number of research projects related to sustainability conducted by universities
- Number of education programs for sustainable development developed and embedded in teaching
These indicators can be used to assess the extent to which universities are integrating sustainability education into their programs, promoting awareness and knowledge of sustainable development, and fostering partnerships for sustainable development.
SDGs, Targets, and Indicators Table
| SDGs | Targets | Indicators |
|---|---|---|
| SDG 4: Quality Education | 4.7: By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development. | – Number of universities offering degrees or courses focused on sustainability – Percentage of students enrolled in elective modules on sustainability – Number of education programs for sustainable development developed and embedded in teaching |
| SDG 12: Responsible Consumption and Production | 12.8: By 2030, ensure that people everywhere have the relevant information and awareness for sustainable development and lifestyles in harmony with nature. | – Number of universities implementing ESD principles – Number of research projects related to sustainability conducted by universities |
| SDG 13: Climate Action | 13.3: Improve education, awareness-raising, and human and institutional capacity on climate change mitigation, adaptation, impact reduction, and early warning. | – Number of universities offering degrees or courses focused on sustainability – Number of education programs for sustainable development developed and embedded in teaching |
| SDG 17: Partnerships for the Goals | 17.16: Enhance the global partnership for sustainable development, complemented by multi-stakeholder partnerships that mobilize and share knowledge, expertise, technology, and financial resources. | – Number of universities implementing ESD principles – Number of research projects related to sustainability conducted by universities |
Behold! This splendid article springs forth from the wellspring of knowledge, shaped by a wondrous proprietary AI technology that delved into a vast ocean of data, illuminating the path towards the Sustainable Development Goals. Remember that all rights are reserved by SDG Investors LLC, empowering us to champion progress together.
Source: researchprofessionalnews.com
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