Marco Rieckmann – författare

The global landscape of education has been reshaped by the COVID-19 pandemic, revealing the various challenges faced by countries worldwide. This book provides a comprehensive exploration of Environmental and Sustainability Education (ESE) across different countries, offering unique insights into their histories, challenges, achievements, and future ESE needs. From Africa to Oceania, the book delves into the vital role of ESE in the context of the UN Sustainable Development Goals. It highlights the diverse national discourses and the flexibility required to deliver effective global education programs. ESE practitioners, researchers, and policymakers worldwide will find inspiration and invaluable perspectives in this book.

The global landscape of education has been reshaped by the COVID-19 pandemic, revealing the various challenges faced by countries worldwide. This book provides a comprehensive exploration of Environmental and Sustainability Education (ESE) across different countries, offering unique insights into their histories, challenges, achievements, and future ESE needs. From Africa to Oceania, the book delves into the vital role of ESE in the context of the UN Sustainable Development Goals. It highlights the diverse national discourses and the flexibility required to deliver effective global education programs. ESE practitioners, researchers, and policymakers worldwide will find inspiration and invaluable perspectives in this book.

The Routledge International Handbook ofHigher Education for Sustainable Development gives a systematic and comprehensive overview of existing and upcoming research approaches for higher education for sustainable development. It provides a unique resource for researchers engaged in the field of higher education for sustainable development by connecting theoretical aspects of the range of relevant methodologies, showing the interdisciplinary aspects of the research field and illustrating the breadth of research directions.With a team of international authors from leading universities in research and teaching in higher education for sustainable development this Handbook brings together a broad range of research approaches and shows how these approaches are reflected in the research practice in higher education for sustainable development. Key topics include:Research Paradigms and Methodologies Ongoing and Future Directions of ResearchMeta-Analysis and Reviews Policy and Politics Challenges for Implementation Action Research and Transdisciplinary Perspective Gender, Diversity and Post-Colonial Perspectives Operationalising Competencies Outcome-Oriented Research Curriculum Change Organisational Change and Organisational Learning Community and Partnerships University Appraisal Systems and Indicators Evaluation Approaches Engaging Academic Teachers Good Practice Learning and Teaching Transformative Leadership and Change Strategies This Handbook is an invaluable research and teaching tool for all those working in higher education for sustainable development.

The Routledge International Handbook ofHigher Education for Sustainable Development gives a systematic and comprehensive overview of existing and upcoming research approaches for higher education for sustainable development. It provides a unique resource for researchers engaged in the field of higher education for sustainable development by connecting theoretical aspects of the range of relevant methodologies, showing the interdisciplinary aspects of the research field and illustrating the breadth of research directions.With a team of international authors from leading universities in research and teaching in higher education for sustainable development this Handbook brings together a broad range of research approaches and shows how these approaches are reflected in the research practice in higher education for sustainable development. Key topics include:Research Paradigms and Methodologies Ongoing and Future Directions of ResearchMeta-Analysis and Reviews Policy and Politics Challenges for Implementation Action Research and Transdisciplinary Perspective Gender, Diversity and Post-Colonial Perspectives Operationalising Competencies Outcome-Oriented Research Curriculum Change Organisational Change and Organisational Learning Community and Partnerships University Appraisal Systems and Indicators Evaluation Approaches Engaging Academic Teachers Good Practice Learning and Teaching Transformative Leadership and Change Strategies This Handbook is an invaluable research and teaching tool for all those working in higher education for sustainable development.

This volume highlights key moments and movements in this "competence turn" in Education for Sustainable Development (ESD), and explores the different ways in which competences have been conceptualized and implemented. By marshaling a dialogue between chapters and sections, the book provides a coherent whole that will become a key source on ESD competences. The contributors develop a conceptual map against which to chart existing (and future) ESD competence frameworks, offer new critical case studies that explore the implementation of educator competences in ESD at different structural levels in different European contexts, explore the link between pedagogy and educator competence through hitherto unpublished case studies based on current practices across Europe, and consider the impact of the COVID-19 pandemic on ESD and educator competence. The book comprises 23 chapters divided into four sections, with an introduction and concluding chapter. SectionOne introduces concepts and models related to ESD competences, while the following two sections focus on implementation and pedagogy. In light of the foregoing material, the shorter Section Four is both reflective and forward looking. The primary audience for this book will be academics and students working in the fields of Education, Sustainability Science and related disciplines.

This volume highlights key moments and movements in this "competence turn" in Education for Sustainable Development (ESD), and explores the different ways in which competences have been conceptualized and implemented. By marshaling a dialogue between chapters and sections, the book provides a coherent whole that will become a key source on ESD competences. The contributors develop a conceptual map against which to chart existing (and future) ESD competence frameworks, offer new critical case studies that explore the implementation of educator competences in ESD at different structural levels in different European contexts, explore the link between pedagogy and educator competence through hitherto unpublished case studies based on current practices across Europe, and consider the impact of the COVID-19 pandemic on ESD and educator competence. The book comprises 23 chapters divided into four sections, with an introduction and concluding chapter. SectionOne introduces concepts and models related to ESD competences, while the following two sections focus on implementation and pedagogy. In light of the foregoing material, the shorter Section Four is both reflective and forward looking. The primary audience for this book will be academics and students working in the fields of Education, Sustainability Science and related disciplines.