Routledge Handbook of global sustainability education and thinking for the 21st century / edited by Michele John

Format:

Book

Contributor:

John, Michele, editor.

Series:

Routledge handbooks

Language:

English

Subjects (All):

Social service.

Physical Description:

1 online resource (984 pages)

Place of Publication:

London : Routledge, Taylor & Francis Group, 2025.

Summary:

This Handbook emerges as a pivotal resource in underscoring the important role of sustainability education in catalysing a global shift toward sustainable development. It articulates the need for a profound transformation within institutional leadership and educational frameworks to support the critical global sustainability transition. This Handbook explores sustainability thinking as a critical paradigm shift in confronting the multifaceted challenges of sustainable development. It presents an urgent case for a systemic overhaul in our approach to education in the 21st century, advocating for multidisciplinary education and holistic systems thinking in order to more successfullynavigate the complexities of sustainable development. The text discusses the foundational elements of modern sustainability thought and management, including the significance of values, ethics, governance, and the pressing issues of environmental degradation and climate change. It offers an extensive trans-disciplinary overview of sustainability discourse, spanning a broad array of perspectives on sustainability management and education. It provides a comprehensive introduction to the language of sustainability and a detailed examination of sustainability issues, highlighting their implications for education, training, and management development. It addresses urgent global issues such as decarbonisation, resource scarcity, population dynamics, pollution, and land degradation, emphasising the crucial role of educational initiatives in helping to mitigate these challenges. This seminal work has been developed for a diverse audience, including academics, policymakers, students, and educators, serving as a valuable tool for those wanting to comprehend complex global sustainability challenges and the paramount importance of education in supporting global sustainability in the 21st century.

Contents:

Editorial preface xviList of contributors xixSECTION 1Global sustainability education and thinking for the 21st century 11.1 A noble education: sustainability education in the 21st century 5Michele John1.2 The co-evolution of climate and life on Earth: a sustainability contest between survival, succession and extinction 15Paul F. Greenwood and Kliti Grice1.3 Climate change understanding as a basis for sustainability education 20Wim Thiery1.4 Are bees and pollinators our most important sustainability indicator? 26Tristan Campbell and Kingsley W. Dixon1.5 Why bees are critical for achieving sustainable development 37Vidushi Patel, Natasha Pauli, Eloise Biggs, Liz Barbour andBryan Boruff1.6 The important role of pollinators in sustainability education 52Bronwen Cowie and Paula Mildenhall1.7 Honeybee leadership: many winners and no losers 63Harald Bergsteiner and Gayle C AverySECTION 2Modern sustainability challenges 752.1 Introductory university climate change education: an Australian review 79Richard J. Brown, S.M. Ashrafur Rahman, Branka Miljevic, Charith Rathnayaka, Thuy Chu Van and Zoran Ristovski2.2 Sustainability within a global environmental change context 98Simone L. Stevenson, Kyle Hilliam, Cal Faubel, Roberto Venegas and Eric A. Treml2.3 Population, environment and welfare: a difficult conversation 116Theodore P. Lianos2.4 Waste(d) values 131Matthew Rumsa, Michele John, Wahidul Biswas and Richard J. Brown2.5 Sustainability challenges in agriculture and food production 157Ross Kingwell2.6 Moving beyond peak oil: the importance of renewable energy in the sustainability transition 171Kelvin Say2.7 Lessons from assessing sustainability in the mining and resources sector 200Michael Tost2.8 Sustainability challenges in water management 218Adam Loch and David AdamsonSECTION 3Sustainability transition outcomes and the language of 'sustainability' 2313.1 Education for the sustainability transition 233Michele John3.2 Beyond growth thinking: the promise of regenerative development 244Joseli Macedo3.3 Threshold concepts in sustainability education 255Melissa Marinelli and Sally Male3.4 Transdisciplinary sustainability courses: design principles and facilitation techniques to aid remote and hybrid learning environments 272Kateryna Pereverza and Hayley Ho3.5 The important role of environmental impact assessment methodologies in sustainability education 288Wahidul Biswas and Michele John3.6 Futures thinking and regenerative sustainability 307Sebastian Thomas3.7 Beyond jargon: the language of sustainability 325Joseli Macedo3.8 Industry 4.0 approaches to sustainability 337Gijsbert KorevaarSECTION 4Key competencies in sustainability education 3534.1 Engineering systems thinking in education 355Roger Hadgraft4.2 The value of life cycle thinking in sustainable engineering education 372Wahidul Biswas and Michele John4.3 The UN SDGs learning objectives in higher education 386Jordi Segalas and Gemma Tejedor4.4 Integrated problem solving and design thinking 399Joseli Macedo4.5 (Re)thinking education for sustainable development: a capability approach 407Kyoko Fukukawa and Michele John4.6 Bearing fruit: interpersonal competency development in sustainability education 420Theres Konrad and Rebecca FreethSECTION 5Educating the educators 4375.1 Teacher education for sustainability: impetus and obstacles 439Annette Gough5.2 Faculty empowerment in the sustainability education transition 452Jordi Segalas and Gemma Tejedor5.3 Education for sustainable development in online teacher training 463Fermín Sánchez-Carracedo, María-Jesús Marco-Galindo and Josep Prieto Blazquez5.4 Thinking differently: developing pre-service teachers' understanding of sustainability through inquiry and problem-based learning 477Rachel Sheffield5.5 Moving an elephant: the role of teachers in university sustainability education development 499Antonio Gomera, Miguel Antúnez and Francisco Villamandos5.6 Promoting First Nations understandings of sustainability in both teacher professional development and in undergraduate course learning 509Aleryk Fricker, Grant Cooper, Shannon Kilmartin-Lynch and Rachel SheffieldSECTION 6Pedagogy and strategies for teaching sustainability education 5256.1 Mapping the SDGs in university education: a responsible management education approach 527Lisa Fröhlich6.2 Transformative learning in environmental and sustainability education: a transformation to what and how? 542Sally Birdsall6.3 Prototyping in sustainability education 556Mark C. Runacres6.4 Living labs as a concept and place for holistic sustainability education 568Torsten Masseck6.5 Learning to collaborate 582Didac Ferrer-Balas and Gemma Tejedor Papell6.6 Transdisciplinary learning communities 597Nikolay A. Dentchev and Claudia Alba6.7 Service-learning as a teaching strategy for the promotion of sustainability 607Pilar AramburuzabalaSECTION 7Environmental stewardship and climate change management as foundational learnings in sustainability education 6217.1 The environmental education imperative 2024 623Mary-Ellen Tyler7.2 The transition from environmental education to sustainability education 639Annette Gough7.3 Sustainable human development and the need for climate change governance 653Olga Alcaraz Sendra and Bàrbara Sureda Carbonell7.4 Seeing the wood and the trees: sustainability education lessons from sustainable forest management 664Daniel McDiarmid, Michele John and Sam Wilson7.5 Climate change policy: mitigation, adaptation, and resilience 676Hiroshi Ohta7.6 Regenerative values in sustainability education: learning with ecological family 690Sandra Wooltorton, Mindy Blaise, Anne Poelina and Laurie Guimond7.7 Risk and resilience: learnings from the blue economy 704Sebastian ThomasSECTION 8Ethics, values and governance 7238.1 Education for sustainable development and the need for education in ethics 727Ulrika Lundqvist and Karl de Fine Licht8.2 Teaching ethical decision making to students as 21st-century professionals 736Roland Tormey8.3 Sustainability leadership and the protection of the common good 754Sam Wilson and Michele John8.4 Corporate social responsibility and responsible leadership education 774Kanji Tanimoto8.5 Democracy deficit or governance deficit: the dilemma of transnational decision-making 787Jürgen BröhmerSECTION 9Leadership in the sustainability education transition 8039.1 University leadership that enables sustainability education and scholarship 805Teri C. Balser9.2 Educating with sustainability leadership in mind at university: considerations for curriculum and pedagogy 824Sonja Kuzich9.3 Reviewing university support for sustainability education: an Australian case study 845Annette Gough9.4 Anchoring sustainability in the Australian education curriculum 858Rachel Sheffield and Sonja Kuzich9.5 Sustainability education in India: a discourse in education development 876Shaji Joseph, Kanchan Patil, Apoorva Vikrant Kulkarni and Michele John9.6 Sustainability education development in Indonesia 900Yun Arifatul Fatimah, Michele John and Zainal Arifin Hasibuan9.7 Key learnings from integrating sustainability in European higher education institutions: the value of networks and reflective leadership 918Marie Weiss, Ingrid Mulà, Anne B. Zimmermann and Mario Diethart9.8 Education for sustainable development in China: an observation of policy and practice 934Zheping Xie, Yue Kan, Jie Fang and Michele JohnIndex 947.

Notes:

Description based on publisher supplied metadata and other sources.

ISBN:

9781003171577

1003171575

OCLC:

1500087367