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Exploring the Role of the Economy in Young Adults’ Understanding of Sustainable Development
Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).ORCID-id: 0000-0002-5446-7349
Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).ORCID-id: 0000-0001-8735-2102
2018 (engelsk)Inngår i: Sustainability, ISSN 2071-1050, E-ISSN 2071-1050, Vol. 10, nr 8, s. 1-17, artikkel-id 2738Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Theeconomicdimensionisoneofthecentralperspectivesinbothsustainabledevelopment and education for sustainable development. The role of the economy in sustainable development has been discussed extensively over the years and different views exist about how economic activities affect other sustainability dimensions. How young people view the relationships among economic perspectives and sustainable development seems to be an underemphasized perspective in sustainability education and underexplored in the field of sustainability education research. This study uses cluster analysis, which is an explorative approach, to identify and analyze young peoples’viewsoftherelationshipsbetweeneconomicgrowth,economicdevelopmentandsustainable development. Six hundred and thirty eight students (age 18–19) from 15 schools across Sweden responded to a questionnaire probing (1) views on these relationships, and (2) their environmental consciousness. Four clusters of students differing in their views on the economy in sustainable development were identified in the analysis: un-differentiating positive, nuanced ambivalent, two-way convinced, and critical. Further analysis indicated that some groups differed in their perception of the environmental dimension of sustainable development. Implications of these findings are discussed from the perspective of education for sustainable development.

sted, utgiver, år, opplag, sider
MDPI, 2018. Vol. 10, nr 8, s. 1-17, artikkel-id 2738
Emneord [en]
economy; environment; economic growth; economic development; sustainable development; holistic; education
HSV kategori
Forskningsprogram
Biologi
Identifikatorer
URN: urn:nbn:se:kau:diva-68837DOI: 10.3390/su10082738ISI: 000446767700154OAI: oai:DiVA.org:kau-68837DiVA, id: diva2:1240648
Forskningsfinansiär
Swedish Research Council, B0589701Tilgjengelig fra: 2018-08-22 Laget: 2018-08-22 Sist oppdatert: 2020-02-24bibliografisk kontrollert
Inngår i avhandling
1. Student views of environmental, social and economic dimensions of sustainable development and their interconnectedness: A search for the holistic perspective in education for sustainable development
Åpne denne publikasjonen i ny fane eller vindu >>Student views of environmental, social and economic dimensions of sustainable development and their interconnectedness: A search for the holistic perspective in education for sustainable development
2020 (engelsk)Doktoravhandling, med artikler (Annet vitenskapelig)
Alternativ tittel[sv]
Elevers föreställningar om miljömässiga, sociala och ekonomiska dimensioner av hållbar utveckling och deras sammanlänkning : En utforskande studie av det holistiska perspektivet i utbildning för hållbar utveckling
Abstract [en]

The work in this thesis centers on upper secondary students’ views of the environmental, social and economic dimensions of sustainable development and their interconnectedness. The focus has been to study the diversity of students’ views in various contexts. The research uses as its starting point the aims of education for sustainable development to facilitate a holistic understanding among students, which implies the consideration of environmental, social and economic perspectives when dealing with issues of sustainability.

A mixed methods and iterative approach was applied in this research. Two data sets were collected: one larger-scale data set from 638 students in grade 12 (aged 18-19) on science and social science programs, and one smaller set involving 18 students of similar age and programs. In the first data collection exercise, the students responded to questionnaires investigating their sustainability consciousness and decision-making within different everyday contexts. The aim of the second data collection exercise was to study, in-depth, patterns of students’ views on the interconnectedness of sustainability dimensions. 

The results reveal a diversity of student views that specifically relate to the economic dimension in sustainable development. The economic dimension is perceived differently in their sustainability consciousness, and when they encounter the economic dimension in various sustainability contexts. Moreover, there are four distinctly different beliefs among students about the interconnectedness of the economy and sustainable development. The four beliefs are identified as the un-differentiating positive, the nuanced ambivalent, the two-way convinced and the critical, differing in their arguments about the interconnectedness of environmental, social and economic dimensions. The findings indicate the potential resource students’ views and different contexts can represent in teaching that aims at perspective-shifting and learning about the complexity and dynamic nature of sustainability issues.

Abstract [en]

Education for sustainable development (ESD) is described as a learner-centered teaching approach in which the perspectives of the learners constitute an important part. In line with the holistic aims of ESD, social and economic perspectives are considered alongside environmental perspectives when dealing with sustainability issues. This thesis is a compilation of four sub-studies, centering on the diversity of views among upper secondary students on sustainable development, its underlying environmental, social and economic dimensions and their interconnectedness. Both quantitative and qualitative methods were used to investigate the diversity in students’ views in different contexts. The results reveal a diversity in views that specifically relates to the economic dimension of sustainable development. Four distinctly different beliefs were identified among the students on how the economy and sustainable development are connected. Moreover, students’ views differed depending on whether they encountered environmental, social and economic dimensions in an integrated way or in isolation. The findings indicate the potential resource students’ views and different contexts can represent in education that aims for learning about the complex and dynamic nature of sustainable development.

sted, utgiver, år, opplag, sider
Karlstad: Karlstads universitet, 2020. s. 99
Serie
Karlstad University Studies, ISSN 1403-8099 ; 2020:14
Emneord
Education for sustainable development, sustainable development, upper secondary, student views, sustainability consciousness, interconnectedness, holism, pluralism
HSV kategori
Forskningsprogram
Biologi
Identifikatorer
urn:nbn:se:kau:diva-77040 (URN)978-91-7867-097-0 (ISBN)978-91-7867-107-6 (ISBN)
Disputas
2020-04-03, 21A 342, Eva Eriksson-salen, Universitetsgatan 2, Karlstad, 10:00 (engelsk)
Opponent
Veileder
Tilgjengelig fra: 2020-03-12 Laget: 2020-02-24 Sist oppdatert: 2020-03-12bibliografisk kontrollert

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