Education for Sustainable Development: an Evaluation of Educational Policies in Turkey

Beril Salman Akın

doi:10.37609/akya.3476

Yazarlar

Beril Salman Akın

https://orcid.org/0000-0003-1730-154X

DOI: https://doi.org/10.37609/akya.3476.c8380

Özet

Many countries and international organizations have focused on Education for Sustainable Development (ESD) through extensive projects and educational programs aligned with the United Nations Sustainable Development Goals (SDGs). Initiatives such as UNESCO’s Education 2030 Framework and UNEP’s “TUNZA” Youth Strategy emphasize cultivating environmental awareness and sustainable living skills among young people. Countries like Finland and Germany integrate sustainability concepts into the core of their curricula, offering holistic and interdisciplinary approaches. In Turkey, the Ministry of National Education (MoNE) has incorporated subjects such as environmental awareness, climate change, and the protection of natural resources into the curricula from primary to high school through its 2018 and 2024 curriculum revisions. Organizations, including the TEMA Foundation, the Sustainable Development Association (SKD Turkey), and the UNDP, work to raise awareness through teacher training, social responsibility projects, and student workshops. Nonetheless, there remains a need for further efforts, especially in areas like project-based learning and enhancing teachers’ competencies in sustainability education. Turkey’s involvement in international agreements such as the Paris Climate Agreement has further underscored the importance of education for sustainable development. In the long term, significant steps toward achieving a sustainable future are expected through comprehensive curriculum integration, expanded teacher training, and increased community engagement.

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