Sustainable development goals in teacher education : comparing syllabi in a Japanese and a Slovenian university

Fiel’ardh, Khalifatulloh (avtor), Torkar, Gregor (avtor), Rožman, Hana (avtor), Fujii, Hiroki (avtor)

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

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