10 research outputs found
Learning for sustainability in an age of wicked problems:a conceptual review
Abstract. Sustainable Development is a contested concept, yet some major transformations towards a more sustainable world must occur to ensure global wellbeing within planetary boundaries. The United Nationsâ Agenda2030 provides a global vision for pathways towards sustainability. For achieving its goals, learning and education are in a crucial role. This thesis is a conceptual literature review synthesising international and mainly peer-reviewed research on sustainable behaviour and Education for Sustainable Development (ESD). The aim is to explore what kinds of factors explain sustainable behaviour and how learning and education can further sustainability transformations.
Sustainable behaviour is influenced by several demographic, internal and external factors such as age, nature connectedness, sense of self-efficacy, cultural norms, and childhood experiences. Furthermore, there seems to be a link between education and sustainable behaviour, yet it is typical that peopleâs behaviours demonstrate a value-action, attitude-action, concern-action, or knowledge-action gap. ESD is an internationally promoted approach to education, which advances Sustainable Development especially through developing learnersâ competencies. Through providing meaningful formal, non-formal and informal learning experiences for people at all ages, ESD has potential to drive sustainability transformations. Pedagogical solutions that allow critical deliberation, experiential learning, authentic participation and multi-actor collaboration while maintaining hope seem to support implementing transformative ESD. However, individual learning experiences are undermined if the surrounding society does not support sustainable behaviour and sustainability transformations. Thus, the magnitude and urgency of the current local and global problems require a joint and continuous learning process, which involves all societal actors to collaboratively seek for sustainable solutions.TiivistelmĂ€. KestĂ€vĂ€ kehitys on kiistelty kĂ€site, mutta varmaa on, ettĂ€ isoja kestĂ€vyysmurroksia tarvitaan, jotta globaali hyvinvointi voidaan varmistaa planeetan sietokyvyn rajoissa. Yhdistyneiden kansakuntien Agenda2030 tarjoaa globaalin vision ja suuntaviivat kohti kestĂ€vĂ€mpÀÀ maailmaa. Oppiminen ja koulutus ovat hyvin keskeisessĂ€ roolissa sen tavoitteiden saavuttamiseksi. TĂ€mĂ€ pro gradu -tutkielma on kĂ€sitteellinen kirjallisuuskatsaus, joka tutkii kansainvĂ€listĂ€ ja pÀÀosin vertaisarvioitua kestĂ€vĂ€n elĂ€mĂ€ntavan ja kestĂ€vĂ€n kehityksen kasvatuksen tutkimusta. Tavoitteena on selvittÀÀ, millaiset tekijĂ€t selittĂ€vĂ€t kestĂ€vÀÀ elĂ€mĂ€ntapaa ja miten kasvatus, koulutus ja oppiminen voivat edistÀÀ kestĂ€vyysmurroksia.
KestÀvÀÀn elÀmÀntapaan vaikuttavat useat demografiset, sisÀiset ja ulkoiset tekijÀt, kuten ikÀ, luontosuhde, minÀpystyvyyskokemus, kulttuuriset normit ja lapsuuden kokemukset. Koulutuksen ja kestÀvÀn elÀmÀntavan vÀlillÀ vaikuttaa olevan yhteys. TyypillistÀ kuitenkin on, ettÀ ihmisten arvot, asenteet, huoli tai tietoisuus eivÀt aina nÀy heidÀn kÀytöksessÀÀn. KestÀvÀn kehityksen kasvatus on kansainvÀlisesti tuettu lÀhestymistapa kasvatukseen, joka edistÀÀ kestÀvÀÀ kehitystÀ erityisesti kehittÀmÀllÀ oppijoiden kompetensseja. KestÀvÀn kehityksen kasvatus voi olla merkittÀvÀssÀ roolissa kestÀvyysmurrosten mahdollistamisessa tarjoamalla merkityksellisiÀ formaaleja, non-formaaleja ja informaaleja oppimiskokemuksia kaikenikÀisille ihmisille. Pedagogiset ratkaisut, jotka mahdollistavat kriittisen pohdinnan, kokemuksellisen oppimisen, aidon osallistumisen ja monialaisen yhteistyön sekÀ yllÀpitÀvÀt positiivista tulevaisuudenkuvaa tukevat transformatiivista kestÀvÀn kehityksen kasvatusta. Yksilöiden oppimiskokemukset eivÀt kuitenkaan riitÀ, mikÀli ympÀröivÀ yhteiskunta ei tue kestÀvÀÀ elÀmÀntapaa tai kestÀvyysmurroksia. Jotta isoihin ja kiireellisiin kestÀvyyshaasteisiin voidaan löytÀÀ ratkaisuja, tarvitaan kaikkien yhteiskunnan osapuolten yhteinen ja jatkuva oppimisprosessi
Learning and Sustainable Development - A Conceptual Review of International Literature on Education for Sustainable Development
Sustainable Development is a contested concept, yet some major transformations towards a more sustainable world must occur to ensure global wellbeing within planetary boundaries. The United Nationsâ Agenda2030 provides a global vision for pathways towards sustainability. For achieving its goals, learning and education are in a crucial role. This report is a conceptual literature review synthesising international and mainly peer-reviewed research on sustainable behaviour and Education for Sustainable Development (ESD). The aim is to explore what kinds of factors explain sustainable behaviour and how learning and education can further sustainability transformations.
There are several factors that explain commitment to sustainable behaviour, including demographic factors (such as age and gender), internal factors (for example nature connectedness and self-efficacy), as well as external factors (such as cultural and social norms). There seems to be a positive connection between education and sustainable behaviour, yet higher income may also result in adopting individual behaviours with a negative environmental impact. Moreover, it is typical that peopleâs behaviours demonstrate a value-action, attitude-action, concern-action, or knowledge-action gap. The aim of ESD is to support developing the knowledges, skills, competencies and attitudes needed to live in an ecologically, socially and economically sustainable manner in the changing world. ESD has potential to drive sustainability transformations through providing meaningful learning experiences for people at all ages both in formal education from early childhood education to higher education and outside formal education systems in everyday life, at work, in communities and generally in the society. Pedagogical solutions that enable critical deliberation, experiential learning, authentic participation and multi-actor collaboration while maintaining hope seem to support implementing transformative ESD. However, individual learning experiences are undermined if the surrounding society does not support sustainable behaviour and sustainability transformations. Thus, the magnitude and urgency of the current local and global problems require a joint and continuous learning process, which involves all societal actors to collaboratively seek for sustainable solutions
The COVID-19 pandemic and global environmental change: Emerging research needs.
The outbreak of COVID-19 raised numerous questions on the interactions between the occurrence of new infections, the environment, climate and health. The European Union requested the H2020 HERA project which aims at setting priorities in research on environment, climate and health, to identify relevant research needs regarding Covid-19. The emergence and spread of SARS-CoV-2 appears to be related to urbanization, habitat destruction, live animal trade, intensive livestock farming and global travel. The contribution of climate and air pollution requires additional studies. Importantly, the severity of COVID-19 depends on the interactions between the viral infection, ageing and chronic diseases such as metabolic, respiratory and cardiovascular diseases and obesity which are themselves influenced by environmental stressors. The mechanisms of these interactions deserve additional scrutiny. Both the pandemic and the social response to the disease have elicited an array of behavioural and societal changes that may remain long after the pandemic and that may have long term health effects including on mental health. Recovery plans are currently being discussed or implemented and the environmental and health impacts of those plans are not clearly foreseen. Clearly, COVID-19 will have a long-lasting impact on the environmental health field and will open new research perspectives and policy needs
Defining education for sustainable development and reviewing pedagogical approaches for implementing it
The severe global problems in the contemporary world endanger natureâs ecological balance, hinder achieving just and equal societies, and are a threat to local and global peace. Sustainable Development (SD) is presented as a solution to these complex issues in several international documents and agreements. Even though there is no clear definition of SD, it is often considered to incorporate social, environmental and economic dimensions.
Education is central for realising SD, however, there is no set model for Education for Sustainable Development (ESD). This thesis aims to synthesise what ESD is, what are the topics it addresses, and what kinds of ethical questions concern it. The goal of ESD is that people adopt and commit to a sustainable lifestyle, however, impacting peopleâs attitudes and behaviours is generally challenging. Therefore, this thesis also reviews some pedagogical approaches that may have potential for making ESD influential and transformative. This is a descriptive literature review that is largely based on the ideas of internationally distinguished academics in the field of ESD. Nevertheless, also other academic literature, empirical research and UN documents have been examined when composing this thesis.
SD should be taken into consideration in any educational institutions and programmes, and ESD should endeavour to tackle the social and cultural phenomena, which have led to the current state of the world. Even though ESD can be implemented in multiple ways, it seems that for example experiential and participatory learning experiences, which allow the learner to be active in the process are a good starting point. Developing systems thinking and critical thinking skills helps learners to understand complex and interconnected issues and seek solutions to them. Supporting action competence empowers learners to feel a sense of agency and being capable of contributing to local and global issues.TaÌmaÌnhetkiset vakavat globaalit ongelmat uhkaavat luonnon ekologista tasapainoa, oikeudenmukaisuuden ja tasa-arvon toteutumista sekaÌ rauhanomaista eloa koko maailmassa. KestaÌvaÌaÌ kehitystaÌ esitetaÌaÌn ratkaisuksi naÌihin monimutkaisiin ongelmiin useissa kansainvaÌlisissaÌ dokumenteissa ja sopimuksissa. Vaikka kestaÌvaÌstaÌ kehityksestaÌ ei ole yhtaÌ maÌaÌritelmaÌaÌ, usein sen tulkitaan muodostuvan sosiaalisista, ekologisista ja taloudellisista ulottuvuuksista.
Koulutus on hyvin keskeistaÌ kestaÌvaÌn kehityksen saavuttamiselle. TaÌssaÌ tutkielmassa pyritaÌaÌn tekemaÌaÌn synteesiaÌ siitaÌ, mitaÌ kestaÌvaÌn kehityksen kasvatus on, mitaÌ sisaÌltoÌjaÌ se kaÌsittaÌaÌ ja millaisia eettisiaÌ kysymyksiaÌ siihen liittyy. KestaÌvaÌn kehityksen kasvatuksen tavoitteena on, ettaÌ ihmiset omaksuvat kestaÌvaÌn elaÌmaÌntavan, mutta ihmisten asenteisiin ja kaÌyttaÌytymiseen vaikuttaminen on yleisesti haastavaa. Siksi tutkielmassa tuodaan myoÌs esille pedagogisia ratkaisuja, jotka voivat tehdaÌ kestaÌvaÌn kehityksen kasvatuksesta vaikuttavaa ja transformatiivista. TaÌmaÌ tutkielma on kuvaileva kirjallisuuskatsaus, joka perustuu pitkaÌlti kansainvaÌlisesti tunnustettujen tutkijoiden ja akateemikoiden ajatuksiin kestaÌvaÌstaÌ kehityksestaÌ ja sen kasvatuksesta. MyoÌs muuta akateemista kirjallisuutta, empiirisiaÌ tutkimuksia ja YK:n dokumentteja on tarkasteltu taÌtaÌ tutkielmaa tehdessaÌ.
KestaÌvaÌ kehitys tulisi ottaa huomioon kaikessa koulutuksessa, ja siinaÌ tulisi pyrkiaÌ puuttumaan niihin yhteiskunnallisiin ja kulttuurisiin ilmioÌihin, jotka ovat johtaneet taÌmaÌnhetkisiin vakaviin ongelmiin. Ei ole olemassa yhtaÌ tapaa toteuttaa kestaÌvaÌn kehityksen kasvatusta, mutta esimerkiksi elaÌmykselliset, osallistavat ja oppijan aktiivisuutta korostavat oppimiskokemukset vaikuttavat toimivilta laÌhtoÌkohdilta siihen. Systeemiajattelun ja kriittisen ajattelun kehittaÌminen auttaa oppijoita ymmaÌrtaÌmaÌaÌn monimutkaisia ja moniulotteisia ongelmia. Toimintakompetenssin tukeminen on taÌrkeaÌaÌ, jotta oppija kokee pystyvaÌnsaÌ vaikuttamaan sekaÌ paikallisiin ettaÌ globaaleihin asioihin
Learning and agency for sustainability transformations : building on Banduraâs theory of human agency
How to secure a sustainable future is currently one of the key challenges across society. Banduraâs theory of human agency provides important insights into this question by recognising the role of individual, proxy and collective agency in initiating action and change. In this article, we conceptualise sustainability agency and discuss psychological features and competencies that are relevant for supporting agency in sustainability education. Agency may manifest in different forms and contexts: countless actions in individual lives, communities, and local, national and global scenes can contribute to sustainability. This range of opportunities to be engaged in sustainability transformations can be better acknowledged in sustainability education in formal, non-formal and informal learning settings by broadening and clarifying the targets and indicators of successful sustainability education. Consequently, sustainability education and related participation in advancing sustainability can become more inclusive and meaningful for actors with diverse backgrounds
Perspectives on Citizen Engagement for the EU Post-2020 Biodiversity Strategy: An Empirical Study
The current European Union biodiversity strategy is failing to reach its targets aimed at halting biodiversity loss by 2020, and eyes are already set at the post-2020 strategy. The European Commission is encouraging the active role of citizens in achieving policy objectives in the coming years. In this paper, we explore ways citizens discuss their priorities regarding biodiversity and abilities to influence environmental problems at individual, collective and policy levels. We also examine how the citizen discussions resonate with scientific environmental priorities and how researchers see the role of citizens in policy processes and harmonising citizen and scientific knowledge. To pursue the citizen voices, an expert working group acting as knowledge brokers, facilitated a series of citizen workshops in seven European locations and a reflective researcher workshop in Belgium. Based on the results, participants identified many concrete and value-related measures to stop environmental degradation. The environmental priorities differed between citizens and scientists, but not irreconcilably; rather, they complemented one another. Both groups stressed environmentally minded attitudes in individuals and policy. Displaying diversity of perspectives was regarded as positive and adding legitimacy. Improving methods for balanced encounters among science and society is central for participation to become more than rhetoric in the EU
KestÀvÀÀ kaupunkisuunnittelua: luontopohjaiset ratkaisut maakunnissa ja kunnissa
Luontopohjaiset ratkaisut ovat yhteiskunnallisten ongelmien ratkaisuja, jotka tukeutuvat kestÀvÀllÀ tavalla luontoon tai inspiroituvat siitÀ. Ne ovat luonteeltaan monihyötyisiÀ: yhdellÀ ratkaisulla voidaan samaan aikaan vaikuttaa moneen ongelmaan, esimerkiksi sÀÀn ÀÀri-ilmiöiden aiheuttamiin haittoihin, luonnon monimuotoisuuden köyhtymiseen ja tulehdusperÀisten sairauksien yleistymiseen. Luontopohjaiset ratkaisut voivat perustua olemassa olevien luontoalueiden sÀilyttÀmiseen ja muokkaamiseen tai uusien ekosysteemien, kuten hulevesikosteikkojen tai viherkattojen, rakentamiseen. Hyvin suunnitellut luontopohjaiset ratkaisut edistÀvÀt kestÀvÀÀ kehitystÀ, parantavat kaupunkilaisten hyvinvointia ja lisÀÀvÀt kaupunkien turvallisuutta, viihtyisyyttÀ ja vetovoimaisuutta. Luontopohjaisten ratkaisujen lisÀÀmiseksi suomalaisissa kaupungeissa tarvitaan kokonaisvaltaista suunnittelua ja laajaa yhteistyötÀ eri toimijoiden vÀlillÀ. Tutkittu tieto, hyvÀt kÀytÀnnöt ja aiemmat kokemukset auttavat luontopohjaisten ratkaisujen toimeenpanossa. NiitÀ tarvitaan eri ratkaisuvaihtoehtoja arvioitaessa, keskusteluissa eri toimijoiden vÀlillÀ ja pÀÀtöksenteon tueksi
Evidence of a causal effect of genetic tendency to gain muscle mass on uterine leiomyomata
Uterine leiomyomata (UL) are the most common tumours of the female genital tract and the primary cause of surgical removal of the uterus. Genetic factors contribute to UL susceptibility. To add understanding to the heritable genetic risk factors, we conduct a genome-wide association study (GWAS) of UL in up to 426,558 European women from FinnGen and a previous UL meta-GWAS. In addition to the 50 known UL loci, we identify 22 loci that have not been associated with UL in prior studies. UL-associated loci harbour genes enriched for development, growth, and cellular senescence. Of particular interest are the smooth muscle cell differentiation and proliferation-regulating genes functioning on the myocardin-cyclin dependent kinase inhibitor 1A pathway. Our results further suggest that genetic predisposition to increased fat-free mass may be causally related to higher UL risk, underscoring the involvement of altered muscle tissue biology in UL pathophysiology. Overall, our findings add to the understanding of the genetic pathways underlying UL, which may aid in developing novel therapeutics.Peer reviewe