The purpose of this study is to investigate the effects of a Universal Design for Learning (UDL)-based gender roles program on university students. The research was carried out utilizing an embedded mixed research design. The participants in the research took part in a UDL-Based Gender Roles Program that focused on sustainable development goals…

In recent years, universities worldwide have actively embraced University Social Responsibility (USR) to address the Sustainable Development Goals (SDGs). Expanding beyond traditional roles in teaching and research, universities now focus on societal service and national development to enhance their social impact. This study examines how the…

The context in which the UNESCO Institute for Lifelong Learning (UIL) works has changed dramatically since their last Medium-Term Strategy (MTS) in 2014 (see ED619370). New challenges have emerged while old ones have become more acute. These changes have not diminished the need for lifelong learning; just the opposite. There is a need to widen…

The carbon cycle was used as a conceptual construct for organizing the curriculum for a youth summer camp on natural resource use and sustainability. Several studies have indicated the importance of non-traditional youth education settings for science education and understanding responsible natural resource use. The Sixth Grade Forestry Tour, a…

Purpose: This article aims to explore the challenges posed by the conceptual framework and diversity of practice of education for sustainable development (ESD). The implications of plurality of ESD perspectives and methodological approaches as well variations in ESD practice will be addressed. Critical framework for conceptualizing of ESD which…

This evaluation research concerns the aims and objectives for creating the future environmentally literate citizen through the environmental programs (PEEs) of Secondary Education of Heraklion prefecture, Crete, Greece. An evaluation tool applied on the application forms and the final reports of the programs, in order to asses how sustainable they…

The United Nations (UN) proclaimed the years 2005 to 2014 the World Decade on Education for Sustainable Development (ESD). As a follow up on the World Decade, the UN launched a Global Action Programme (GAP) that is designed to set the framework for international activities on ESD. The GAP focuses on five priority areas that are of high relevance…

The launch of the United Nations Decade of Education for Sustainable Development (DESD) (2005-2014) was accompanied by a series of high-profile events and celebratory activities across the globe, which raised awareness about the Decade's objectives. Now, as the DESD approaches its mid-term, many stakeholders are asking these questions: What will…

The United Nation's Decade of Education for Sustainable Development (DESD) aims to prepare students for pressing economic and environmental problems. In this article, I argue that an exclusive emphasis on an ambiguous goal, sustainable development, raises important questions for educational ethics. Specifically, I argue that DESD mission…

Monitoring and evaluation has been identified as one of seven key strategies for advancing the UN Decade of Education for Sustainable Development (DESD). The UN International Implementation Scheme for the Decade has called for the development of relevant and suitable indicators at all levels. Choosing appropriate education for sustainable…

Sustainable development initiatives are proliferating in the US and Europe as engineering educators seek to provide students with knowledge and skills to design technologies that are environmentally sustainable. Many such initiatives involve students from the "North," or "developed" world building projects for villages or…

Content analysis of 56 reports on tropical conservation education programs published between 1975 and 1990 revealed that fewer than half of the programs were successful in achieving their objectives. Use of either formative or long-term evaluations in the program design was correlated with significantly higher rates of program success, as was…

This booklet, which is intended for individuals engaged in educational planning and administration, senior government officials, and policymakers in developing and developed countries alike, provides guidance regarding planning, implementing, and administering learner-centered adult literacy programs. Chapter 1 examines the following topics…