Sürdürülebilir Program Geliştirme
Özet
Sürdürülebilir eğitim programı geliştirme süreci, öğrencilerin sadece kendi yaşam tarzlarını ve günlük uygulamalarını dönüştürmelerini sağlamakla kalmayıp, aynı zamanda toplumsal değişime aktif olarak katkıda bulunmalarını yarayan temel becerilerinin bilinçli olarak geliştirilmesine öncelik veren anlayıştır. Bu kritik yetkinlikler, eleştirel düşünme, problem çözme, sistem düşüncesi ve işbirlikçi problem çözme becerilerini içermektedir. Öğrencileri bu becerilerle donatarak, sürdürülebilirliğin faklı boyutlarını ve zorluklarını bireylere öğretmek ve çözüm üretmek adına onları eğitmek gerekir. Sürdürülebilir bir programın geliştirilmesi, eğitimciler, politika yapıcılar ve çeşitli topluluk paydaşları arasında sağlam, işbirlikçi bir çabayı içerir. Sürdürülebilirliğe katkıda bulunacak paydaşların fikir birliği olması ve bu doğrultuda eğitim kurumlarının toplumun gelişen ihtiyaçlarına ve sorunlarına duyarlı olmaları daha yaşanabilir bir dünyaya katkı sağlayabilir. Bu işbirlikçi, katılımcı yaklaşım, sürdürülebilirlikle ilgili çeşitli bakış açılarını, değerleri ve öncelikleri tanımlayıp ele almaya yardımcı olabilir, böylece programının kapsamlı, kapsayıcı ve sürdürülebilir kalkınmanın karmaşık gerçeklerini yansıtan bir yapıya ulaşmasını sağlar.
The process of developing a sustainable curriculum prioritizes the conscious development of essential skills that not only enable students to transform their own lifestyles and daily practices but also actively contribute to social change. These essential competencies include critical thinking, problem-solving, systems thinking, and collaborative problem-solving skills. By equipping students with these skills, it is necessary to educate them to teach and generate solutions regarding the different dimensions and challenges of sustainability. The development of a sustainable curriculum involves a strong, collaborative effort among educators, policymakers, and various community stakeholders. The consensus among stakeholders contributing to sustainability and the sensitivity of educational institutions to the evolving needs and issues of society can contribute to a livable world. This collaborative, participatory approach can help identify and address various perspectives, values, and priorities related to sustainability, thus ensuring that the curriculum achieves a structure that reflects the complex realities of comprehensive, inclusive and sustainable development.
Referanslar
Ahmed, S., Taqi, H. Md. M., Farabi, Y. I., Sarker, M., Ali, S. M., ve Sankaranarayanan, B. (2021). Evaluation of flexible strategies to manage the COVID-19 Pandemic in the education sector. Global Journal of Flexible Systems Management (22, 81). Springer Science+Business Media.
Agirreazkuenaga, L. (2020). Education for agenda 2030: What direction do we want to take going forward? Sustainability (12, 5, 2035). Multidisciplinary Digital Publishing Institute.
Ang, Sr. M. (2021). ST. Paul University Philippines’ thrust towards education for sustainable development. International Journal of Education and Literacy Studies, 9( 4), 271-.
Annan‐Diab, F., ve Molinari, C. (2017). Interdisciplinarity: Practical approach to advancing education for sustainability and for the Sustainable Development Goals. The International Journal of Management Education (15, 2, 73). Elsevier BV.
Asumadu, G. (2022). Examining sustainability education in economics, accounting and finance in Tertiary Institutions in Ghana. Modern Economy (13, 12, 1521). Scientific Research Publishing.
Biltagy, M. (2015). Education for sustainability: Vision and action of higher education for sustainable consumption. International Journal of Economics and Finance (7, 12, 282). Canadian Center of Science and Education.
Boboc, M. (2012). The Postmodern curriculum in a modern classroom. International Journal of Education (4, 1). Macrothink Institute.
Bobbitt, F. (1918). The Curriculum. The Riverside Press.
Bürgener, L., ve Barth, M. (2017). Sustainability competencies in teacher education: Making teacher education count in everyday school practice. Journal of Cleaner Production (174, 821). Elsevier BV.
Cebrián, G., Pubill, ve M. J. i. (2015). Competencies in education for sustainable development: Exploring the student teachers’ views. Sustainability (7, 3, 2768). Multidisciplinary Digital Publishing Institute.
Cebrián, G., Pubill, M. J. i ve Mulà, I. (2020). Competencies in education for sustainable. development: Emerging teaching and research developments. Sustainability (12, 2, 579). Multidisciplinary Digital Publishing Institute.
Clark, R., Stabryla, L. M., ve Gilbertson, L. M. (2020). Sustainability coursework: Student perspectives and reflections on design thinking. International Journal of Sustainability in Higher Education (21, 3, 593). Emerald Publishing Limited.
Corres, A., Rieckmann, M., Espasa, A., ve Ruíz-Mallén, I. (2020). Educator competences in sustainability education: A systematic review of frameworks [review of educator competences in sustainability education: a systematic review of frameworks]. Sustainability, 12(23), 9858. Multidisciplinary Digital Publishing Institute.
Dale, A., ve Newman, L. (2005). Sustainable development, education and literacy. International Journal of Sustainability in Higher Education (6, 4, 351). Emerald Publishing Limited.
Dambudzo, I. I. (2015). Curriculum Issues: Teaching and learning for sustainable development in developing countries: zimbabwe case study. Journal of Education and Learning (4, 1). Canadian Center of Science and Education.
Darling‐Hammond, L., Schachner, A., ve Edgerton, A. K. (2020). Restarting and reinventing school: Learning in the Time of COVID and beyond. Learning Policy Institute.
Ellis, A. K. (2014). Exemplars of curriculum theory. Routledge eBooks. Informa.
Engle, E. W., Barsom, S. H., Vandenbergh, L., Sterner, G., ve Alter, T. R. (2017). Developing a framework for sustainability meta-competencies. International Journal of Higher Education and Sustainability (1, 4, 285).
Falkenberg, T., ve Babiuk, G. (2014). The status of education for sustainability in initial teacher education programmes: a Canadian case study. International Journal of Sustainability in Higher Education (15, 4, 418). Emerald Publishing Limited.
González, E. G., Jiménez-Fontana, R., ve Goded, M. del P. A. (2020). Education for sustainability and the sustainable development goals: Pre-Service teachers’ perceptions and knowledge. Sustainability (12, 18, 7741). Multidisciplinary Digital Publishing Institute.
Gosselin, D. C., Parnell, R., Smith-Sebasto, N. J., ve Vincent, S. (2013). Integration of sustainability in higher education: three case studies of curricular implementation. Journal of Environmental Studies and Sciences (3, 3, 316). Springer Science+Business Media.
Hajdukiewicz, A., ve Pera, B. (2020). Education for sustainable development—the case of massive open online courses. Sustainability (12, 20, 8542). Multidisciplinary Digital Publishing Institute.
Hardin, R., Bhargava, A. K., Bothner, C. L., Browne, K. E., Kusano, S., Golrokhian, A., Wright, M. C., Zeng, P. Z., ve Agrawal, A. (2016). Towards a revolution in sustainability education: Vision, architecture, and assessment in a case-based approach. World Development Perspectives ( 1, 58). Elsevier BV.
Hargreaves, A. (2010). Sustainable educational reform. Elsevier eBooks (p. 289). Elsevier BV.
Hart, D. D., Buizer, J. L., Foley, J. A., Gilbert, L. E., Graumlich, L. J., Kapuscinski, A. R., Kramer, J. G., Palmer, M. A., Peart, D. R., ve Silka, L. (2016). Mobilizing the power of higher education to tackle the grand challenge of sustainability: Lessons from novel initiatives. Elementa Science of the Anthropocene (4). BioOne.
Hegarty, K., ve Harpe, B. de la. (2010). Vignette 8 Revisiting higher education’s heartland: (Inter)disciplinary ways of knowing and doing for sustainability education. International perspectives on higher education research (p. 225). Emerald Publishing Limited.
Karjanto, N. (2023). Mathematical modeling for sustainability: How can it promote sustainable learning in mathematics education? arXiv. Cornell University.
Kridel, C. (2010). Encyclopedia of curriculum studies. SAGE Publications.
Lunenburg, F. C. ve Ornstein, A. C. (2012). Educational administration: Concepts and practices (Sixth Edition). Wadsworth Cengage Learning.
Martin‐Kniep, G. O., ve Picone-Zocchia, J. (2009). Changing the way you teach, ımproving the way students learn. ASCD.
Matshe, P. F. A., ve Mahlangu, V. P. (2014). Realigning the curriculum for the societal’s needs in the 21st century. Mediterranean Journal of Social Sciences. Mediterranean Center of Social and Educational Research.
Mcmillin, J., ve Dyball, R. (2009). Developing a whole-of-university approach to educating for sustainability. Journal of Education for Sustainable Development (3, 1, 55). SAGE Publishing.
Meehan, B., ve Thomas, I. (2008). Research and solutions: University education for sustainability: Projects, problems, and professionalism. Sustainability The Journal of Record (1, 2, 124). Mary Ann Liebert, Inc.
Merkel, J., ve Litten, L. H. (2023). The sustainability challenge. https://onlinelibrary.wiley.com/doi/10.1002/ir.209
Middleton, H. (2008). Problem-solving in technology education as an approach to education for sustainable development. International Journal of Technology and Design Education (19, 2, 187). Springer Science+Business Media.
Millenbah, K. F., ve Wolter, B. H. K. (2009). The changing face of natural resources students, education, and the profession. Journal of Wildlife Management (73, 4, 573). Wiley.
Mohr, S., ve Purcell, H. (2020). Sustainable development of leadership strategies in higher education. innovations in higher education teaching and learning. Emerald Publishing Limited.
Mulder, K., Desha, C., ve Hargroves, K. (2013). Sustainable development as a meta-context for engineering education. Journal of Sustainable Development of Energy Water and Environment Systems (1, 4, 304). SDEWES Centre.
Oliva, P. F. (1982). Developing curriculum. Little, Brown and Company.
Ornstein, A. C. ve Hunkins, F. P. (1993). Curriculum foundations, principles and issues (Second Edition). Allyn and Bacon.
Redman, A., ve Wiek, A. (2021). Competencies for advancing transformations towards sustainability. Frontiers in Education (6). Frontiers Media.
Risopoulos-Pichler, F., Daghofer, F., ve Steiner, G. (2020). Competences for solving complex problems: A cross-sectional survey on higher education for sustainability learning and transdisciplinarity. Sustainability (12, 15, 6016). Multidisciplinary Digital Publishing Institute.
Rowe, D. (2007). Education for a sustainable future. Science (317, 5836, 323). American Association for the Advancement of Science.
Saborit, J., Méndez-Alonso, D., Estrada, J. A. C., Fernández-Viciana, A., ve Bahamonde-Nava, J. R. (2021). cooperative learning for a more sustainable education: Gender equity in the learning of maths. Sustainability (13, 15, 8220). Multidisciplinary Digital Publishing Institute.
Sánchez, J. G. (2022). Levels of transformation in sustainable curricula: The case of geography education. Sustainability (14, 8, 4481). Multidisciplinary Digital Publishing Institute.
Saragih, L., Riandi, R., ve Solihat, R. (2021). The implementation of ESD into Biology learning to equip students with ESD competencies of systemic thinking and problem-solving. Journal of Physics Conference Series (1806, 1, 12158). IOP Publishing.
Scott, W., ve Gough, S. (2010). Sustainability, learning and capability: exploring questions of balance. Sustainability (2, 12, 3735). Multidisciplinary Digital Publishing Institute.
Seager, T. P. (2008). The sustainability spectrum and the sciences of sustainability. Business Strategy and the Environment (17, 7, 444). Wiley.
Sengupta, E., Blessinger, P., ve Yamin, T. S. (2020). Introduction to integrating sustainability into curriculum. Innovations in higher education teaching and learning (p. 3). Emerald Publishing Limited.
Sherren, K. (2005). Balancing the disciplines: A multidisciplinary perspective on sustainability curriculum content. Australian Journal of Environmental Education (21, 97). Cambridge University Press.
Slattery, P. (2006). Curriculum development in the postmodern era. (Second Edition), Routledge.
Stubbs, W., Ho, S., Abbonizio, J. K., Paxinos, S., ve Bos, J. J. (2021). Addressing the SDGs through an integrated model of collaborative education. Edward Elgar Publishing eBooks (p. 252). Edward Elgar Publishing.
Taşdemir, Ç., ve Gazo, R. (2020). Integrating sustainability into higher education curriculum through a transdisciplinary perspective. Journal of Cleaner Production (265, 121759). Elsevier BV.
Thürer, M., Tomašević, I., Stevenson, M., Qu, T., ve Huisingh, D. (2017). A systematic review of the literature on integrating sustainability into engineering curricula [Review of A systematic review of the literature on integrating sustainability into engineering curricula]. Journal of Cleaner Production, (181, 608). Elsevier BV.
Venkataraman, B. (2009). Education for sustainable development. Environment Science and Policy for Sustainable Development (51, 2, 8). Taylor & Francis.
Yue, X., ve Ji, R. (2020). Teacher professional competencies in education for sustainable development. IntechOpen eBooks.
Zhang, Y., Khan, U., Lee, S. Y., ve Salik, M. (2019). The influence of management ınnovation and technological ınnovation on organization performance. A Mediating Role of Sustainability. In Sustainability (11, 2, 495). Multidisciplinary Digital Publishing Institute.
Referanslar
Ahmed, S., Taqi, H. Md. M., Farabi, Y. I., Sarker, M., Ali, S. M., ve Sankaranarayanan, B. (2021). Evaluation of flexible strategies to manage the COVID-19 Pandemic in the education sector. Global Journal of Flexible Systems Management (22, 81). Springer Science+Business Media.
Agirreazkuenaga, L. (2020). Education for agenda 2030: What direction do we want to take going forward? Sustainability (12, 5, 2035). Multidisciplinary Digital Publishing Institute.
Ang, Sr. M. (2021). ST. Paul University Philippines’ thrust towards education for sustainable development. International Journal of Education and Literacy Studies, 9( 4), 271-.
Annan‐Diab, F., ve Molinari, C. (2017). Interdisciplinarity: Practical approach to advancing education for sustainability and for the Sustainable Development Goals. The International Journal of Management Education (15, 2, 73). Elsevier BV.
Asumadu, G. (2022). Examining sustainability education in economics, accounting and finance in Tertiary Institutions in Ghana. Modern Economy (13, 12, 1521). Scientific Research Publishing.
Biltagy, M. (2015). Education for sustainability: Vision and action of higher education for sustainable consumption. International Journal of Economics and Finance (7, 12, 282). Canadian Center of Science and Education.
Boboc, M. (2012). The Postmodern curriculum in a modern classroom. International Journal of Education (4, 1). Macrothink Institute.
Bobbitt, F. (1918). The Curriculum. The Riverside Press.
Bürgener, L., ve Barth, M. (2017). Sustainability competencies in teacher education: Making teacher education count in everyday school practice. Journal of Cleaner Production (174, 821). Elsevier BV.
Cebrián, G., Pubill, ve M. J. i. (2015). Competencies in education for sustainable development: Exploring the student teachers’ views. Sustainability (7, 3, 2768). Multidisciplinary Digital Publishing Institute.
Cebrián, G., Pubill, M. J. i ve Mulà, I. (2020). Competencies in education for sustainable. development: Emerging teaching and research developments. Sustainability (12, 2, 579). Multidisciplinary Digital Publishing Institute.
Clark, R., Stabryla, L. M., ve Gilbertson, L. M. (2020). Sustainability coursework: Student perspectives and reflections on design thinking. International Journal of Sustainability in Higher Education (21, 3, 593). Emerald Publishing Limited.
Corres, A., Rieckmann, M., Espasa, A., ve Ruíz-Mallén, I. (2020). Educator competences in sustainability education: A systematic review of frameworks [review of educator competences in sustainability education: a systematic review of frameworks]. Sustainability, 12(23), 9858. Multidisciplinary Digital Publishing Institute.
Dale, A., ve Newman, L. (2005). Sustainable development, education and literacy. International Journal of Sustainability in Higher Education (6, 4, 351). Emerald Publishing Limited.
Dambudzo, I. I. (2015). Curriculum Issues: Teaching and learning for sustainable development in developing countries: zimbabwe case study. Journal of Education and Learning (4, 1). Canadian Center of Science and Education.
Darling‐Hammond, L., Schachner, A., ve Edgerton, A. K. (2020). Restarting and reinventing school: Learning in the Time of COVID and beyond. Learning Policy Institute.
Ellis, A. K. (2014). Exemplars of curriculum theory. Routledge eBooks. Informa.
Engle, E. W., Barsom, S. H., Vandenbergh, L., Sterner, G., ve Alter, T. R. (2017). Developing a framework for sustainability meta-competencies. International Journal of Higher Education and Sustainability (1, 4, 285).
Falkenberg, T., ve Babiuk, G. (2014). The status of education for sustainability in initial teacher education programmes: a Canadian case study. International Journal of Sustainability in Higher Education (15, 4, 418). Emerald Publishing Limited.
González, E. G., Jiménez-Fontana, R., ve Goded, M. del P. A. (2020). Education for sustainability and the sustainable development goals: Pre-Service teachers’ perceptions and knowledge. Sustainability (12, 18, 7741). Multidisciplinary Digital Publishing Institute.
Gosselin, D. C., Parnell, R., Smith-Sebasto, N. J., ve Vincent, S. (2013). Integration of sustainability in higher education: three case studies of curricular implementation. Journal of Environmental Studies and Sciences (3, 3, 316). Springer Science+Business Media.
Hajdukiewicz, A., ve Pera, B. (2020). Education for sustainable development—the case of massive open online courses. Sustainability (12, 20, 8542). Multidisciplinary Digital Publishing Institute.
Hardin, R., Bhargava, A. K., Bothner, C. L., Browne, K. E., Kusano, S., Golrokhian, A., Wright, M. C., Zeng, P. Z., ve Agrawal, A. (2016). Towards a revolution in sustainability education: Vision, architecture, and assessment in a case-based approach. World Development Perspectives ( 1, 58). Elsevier BV.
Hargreaves, A. (2010). Sustainable educational reform. Elsevier eBooks (p. 289). Elsevier BV.
Hart, D. D., Buizer, J. L., Foley, J. A., Gilbert, L. E., Graumlich, L. J., Kapuscinski, A. R., Kramer, J. G., Palmer, M. A., Peart, D. R., ve Silka, L. (2016). Mobilizing the power of higher education to tackle the grand challenge of sustainability: Lessons from novel initiatives. Elementa Science of the Anthropocene (4). BioOne.
Hegarty, K., ve Harpe, B. de la. (2010). Vignette 8 Revisiting higher education’s heartland: (Inter)disciplinary ways of knowing and doing for sustainability education. International perspectives on higher education research (p. 225). Emerald Publishing Limited.
Karjanto, N. (2023). Mathematical modeling for sustainability: How can it promote sustainable learning in mathematics education? arXiv. Cornell University.
Kridel, C. (2010). Encyclopedia of curriculum studies. SAGE Publications.
Lunenburg, F. C. ve Ornstein, A. C. (2012). Educational administration: Concepts and practices (Sixth Edition). Wadsworth Cengage Learning.
Martin‐Kniep, G. O., ve Picone-Zocchia, J. (2009). Changing the way you teach, ımproving the way students learn. ASCD.
Matshe, P. F. A., ve Mahlangu, V. P. (2014). Realigning the curriculum for the societal’s needs in the 21st century. Mediterranean Journal of Social Sciences. Mediterranean Center of Social and Educational Research.
Mcmillin, J., ve Dyball, R. (2009). Developing a whole-of-university approach to educating for sustainability. Journal of Education for Sustainable Development (3, 1, 55). SAGE Publishing.
Meehan, B., ve Thomas, I. (2008). Research and solutions: University education for sustainability: Projects, problems, and professionalism. Sustainability The Journal of Record (1, 2, 124). Mary Ann Liebert, Inc.
Merkel, J., ve Litten, L. H. (2023). The sustainability challenge. https://onlinelibrary.wiley.com/doi/10.1002/ir.209
Middleton, H. (2008). Problem-solving in technology education as an approach to education for sustainable development. International Journal of Technology and Design Education (19, 2, 187). Springer Science+Business Media.
Millenbah, K. F., ve Wolter, B. H. K. (2009). The changing face of natural resources students, education, and the profession. Journal of Wildlife Management (73, 4, 573). Wiley.
Mohr, S., ve Purcell, H. (2020). Sustainable development of leadership strategies in higher education. innovations in higher education teaching and learning. Emerald Publishing Limited.
Mulder, K., Desha, C., ve Hargroves, K. (2013). Sustainable development as a meta-context for engineering education. Journal of Sustainable Development of Energy Water and Environment Systems (1, 4, 304). SDEWES Centre.
Oliva, P. F. (1982). Developing curriculum. Little, Brown and Company.
Ornstein, A. C. ve Hunkins, F. P. (1993). Curriculum foundations, principles and issues (Second Edition). Allyn and Bacon.
Redman, A., ve Wiek, A. (2021). Competencies for advancing transformations towards sustainability. Frontiers in Education (6). Frontiers Media.
Risopoulos-Pichler, F., Daghofer, F., ve Steiner, G. (2020). Competences for solving complex problems: A cross-sectional survey on higher education for sustainability learning and transdisciplinarity. Sustainability (12, 15, 6016). Multidisciplinary Digital Publishing Institute.
Rowe, D. (2007). Education for a sustainable future. Science (317, 5836, 323). American Association for the Advancement of Science.
Saborit, J., Méndez-Alonso, D., Estrada, J. A. C., Fernández-Viciana, A., ve Bahamonde-Nava, J. R. (2021). cooperative learning for a more sustainable education: Gender equity in the learning of maths. Sustainability (13, 15, 8220). Multidisciplinary Digital Publishing Institute.
Sánchez, J. G. (2022). Levels of transformation in sustainable curricula: The case of geography education. Sustainability (14, 8, 4481). Multidisciplinary Digital Publishing Institute.
Saragih, L., Riandi, R., ve Solihat, R. (2021). The implementation of ESD into Biology learning to equip students with ESD competencies of systemic thinking and problem-solving. Journal of Physics Conference Series (1806, 1, 12158). IOP Publishing.
Scott, W., ve Gough, S. (2010). Sustainability, learning and capability: exploring questions of balance. Sustainability (2, 12, 3735). Multidisciplinary Digital Publishing Institute.
Seager, T. P. (2008). The sustainability spectrum and the sciences of sustainability. Business Strategy and the Environment (17, 7, 444). Wiley.
Sengupta, E., Blessinger, P., ve Yamin, T. S. (2020). Introduction to integrating sustainability into curriculum. Innovations in higher education teaching and learning (p. 3). Emerald Publishing Limited.
Sherren, K. (2005). Balancing the disciplines: A multidisciplinary perspective on sustainability curriculum content. Australian Journal of Environmental Education (21, 97). Cambridge University Press.
Slattery, P. (2006). Curriculum development in the postmodern era. (Second Edition), Routledge.
Stubbs, W., Ho, S., Abbonizio, J. K., Paxinos, S., ve Bos, J. J. (2021). Addressing the SDGs through an integrated model of collaborative education. Edward Elgar Publishing eBooks (p. 252). Edward Elgar Publishing.
Taşdemir, Ç., ve Gazo, R. (2020). Integrating sustainability into higher education curriculum through a transdisciplinary perspective. Journal of Cleaner Production (265, 121759). Elsevier BV.
Thürer, M., Tomašević, I., Stevenson, M., Qu, T., ve Huisingh, D. (2017). A systematic review of the literature on integrating sustainability into engineering curricula [Review of A systematic review of the literature on integrating sustainability into engineering curricula]. Journal of Cleaner Production, (181, 608). Elsevier BV.
Venkataraman, B. (2009). Education for sustainable development. Environment Science and Policy for Sustainable Development (51, 2, 8). Taylor & Francis.
Yue, X., ve Ji, R. (2020). Teacher professional competencies in education for sustainable development. IntechOpen eBooks.
Zhang, Y., Khan, U., Lee, S. Y., ve Salik, M. (2019). The influence of management ınnovation and technological ınnovation on organization performance. A Mediating Role of Sustainability. In Sustainability (11, 2, 495). Multidisciplinary Digital Publishing Institute.
