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Sustainable development goals in teacher education : comparing syllabi in a Japanese and a Slovenian university
ID
Fiel’ardh, Khalifatulloh
(
Avtor
),
ID
Torkar, Gregor
(
Avtor
),
ID
Rožman, Hana
(
Avtor
),
ID
Fujii, Hiroki
(
Avtor
)
PDF - Predstavitvena datoteka,
prenos
(1,03 MB)
MD5: A46A327B28781E5057DBCC22BFFCE04C
URL - Izvorni URL, za dostop obiščite
https://www.frontiersin.org/articles/10.3389/feduc.2023.1215500
Galerija slik
Izvleček
Introduction: This research aims to explore the integration of Sustainable Development Goals (SDGs) within teacher education programs, focusing on the Faculty of Education at Okayama University, Japan and the University of Ljubljana, Slovenia. Methods: We employed a qualitative content analysis of the syllabi (n = 2,079 from Okayama University; n = 504 from University of Ljubljana) and combined it with insights from semi-structured interviews. Results: The analysis illuminated a strong emphasis on Quality Education (SDG 4) in both institutions. However, certain SDGs, like Climate Action (SDG 13), were less represented, marking potential areas for enhancement. Differences were also identified in the distribution of SDGs-related content between compulsory and elective courses, indicating institutional priorities. Interview reflections emphasized the pivotal role of educators in realizing SDGs and highlighted the necessity of collaboration to achieve these global objectives. Discussion: The insights from interviews and syllabi content analysis underscore the urgency to bridge the identified gaps in SDG coverage. Disparities in emphasis between the two Education for Sustainable Development (ESD)-committed universities were noted, suggesting the importance of fostering strategy exchange and partnerships across institutions. Conclusion: Enhancing the alignment of teacher education programs with SDGs requires collective efforts. By addressing the gaps and promoting effective collaboration, these programs can achieve greater relevance and efficacy in promoting the SDGs.
Jezik:
Angleški jezik
Ključne besede:
sustainable development goals
,
teacher education curricula
,
qualitative content analysis
,
semi-structured interview
,
Japan
,
Slovenia
Vrsta gradiva:
Članek v reviji
Tipologija:
1.01 - Izvirni znanstveni članek
Organizacija:
PEF - Pedagoška fakulteta
Status publikacije:
Objavljeno
Različica publikacije:
Objavljena publikacija
Leto izida:
2023
Št. strani:
16 str.
Številčenje:
Vol. 8, art. 1215500
PID:
20.500.12556/RUL-152197
UDK:
37.091.2:378
ISSN pri članku:
2504-284X
DOI:
10.3389/feduc.2023.1215500
COBISS.SI-ID:
171513603
Datum objave v RUL:
10.11.2023
Število ogledov:
677
Število prenosov:
53
Metapodatki:
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Objavi na:
Gradivo je del revije
Naslov:
Frontiers in education
Skrajšan naslov:
Front. educ.
Založnik:
Frontiers Media
ISSN:
2504-284X
COBISS.SI-ID:
526812697
Licence
Licenca:
CC BY 4.0, Creative Commons Priznanje avtorstva 4.0 Mednarodna
Povezava:
http://creativecommons.org/licenses/by/4.0/deed.sl
Opis:
To je standardna licenca Creative Commons, ki daje uporabnikom največ možnosti za nadaljnjo uporabo dela, pri čemer morajo navesti avtorja.
Sekundarni jezik
Jezik:
Slovenski jezik
Ključne besede:
cilji
,
kakovostne vsebine
,
analiza
,
polstrukturirani intervju
,
Japonska
,
Slovenija
,
trajnostni razvoj
,
izobraževanje učiteljev
,
izobraževalni programi
Projekti
Financer:
Drugi - Drug financer ali več financerjev
Program financ.:
Japan Society for the Promotion of Science
Številka projekta:
JPJSCCA20210002
Financer:
Drugi - Drug financer ali več financerjev
Program financ.:
Slovenia, Ministry of Education, Science and Sport
Številka projekta:
BI-JP/21-23-003
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