Sustainable Development Education and ICT for international understanding and sustainable future

1
Sustainable Development Education and ICT for
international understanding and sustainable
future
14 November 2009
Eila Jeronen, Ph.D., Adjunct professor
2
Contents

• Introduction
• The five dimensions of sustainability
• Sustainable development
• Key concepts
• Interpretations of sustainability
• Ecosystem change and human wellbeing
• Wellbeing and basic needs
• Teaching, studying and learning
• Learning conceptions
• Sustainable development and environmental studies
• Contextual theory and practice
• Goals and contents of Sustainable Development
  Education
• Environmental awareness as a goal
• Holistic environmental education
• ICT and distance education
• Conclusion

3
Introduction 1/5

• Sustainable development is widely recognized as a
  prior task for societies in the 21st century.
• Following the tradition of environmental
  education which was thought as a main instrument
  for solving environmental problems, education
  once again seems to serve as a prior vehicle to
  reach the ambitious goals of sustainability.

4
Introduction 2/5

• Finland launched a special information society
  strategy in 1995 in which the use of information
  and communication technology (ICT) in teaching
  and learning figured as a key to accelerating the
  progress in the chosen direction (Ministry of
  Education 1995).
• In 1999, the Ministry of Education updated the
  ICT strategy. This was a continuation of earlier
  governmental efforts to steer national growth
  towards an information society through learning
  and education.
• The main concept in the programme was a learning
  citizenship society (Ministry of Education
  1999).

5
Introduction 3/5

• The third strategy, the Information Society
  Programme was published in 2004.
• It has three categories
• knowledge,
• content and
• the operating environment.
• It is targeted to all players in the education,
  training and research fields and it concerns all
  citizens as users or producers of information
  society services.
• It is geared to
• develop all citizens' information society
  knowledge and skills,
• enable educational institutions to use
  information and communications technology (ICT)
  in a versatile way in their activities,
• establish ICT-based procedures in education,
  training and research and
• promote social innovation through the use of ICT.
  
• (Ministry of Education 2004.)

6
Introduction 4/5

• Research studies have consistently shown that
  fears, hesitations, lack of knowledge concerning
  sustainable development, insecurity concerning
  the disciplinary and pedagogical aims, weakness
  in coaching open-ended and participatory
  processes, and self-imposed boundaries exist.
• (Kyburz-Graber, 2001 Azapagic, Perdan,
  Shallcross, 2005 Jeronen, Anttila-Muilu,
  Jeronen, 2006.)

7
Introduction 5/5

• Consequently, we need to work collaboratively to
  ensure interest in environmental issues and
  sustainable development now and in future.
• Through education we can foster interest in
  sustainable life chances, aspirations and futures
  for young people.
• According to Krapp et al. (1992), interest has
  two components, individual and situational
  interests.
• Individual interests are specific to individuals
  and develop over time.
• Situational interests, on the other hand, are
  generated by certain stimulus characteristics and
  tend to be shared among individuals. They may
  have a permanent effect and serve as a basis for
  the emergence of individual interests.

8
The five dimensions of sustainability

• Ecological impact on ecological resources and
  services (critical ecological capital)
• Economic impact on livelihoods and economic
  security (manufactured capital)
• Social impact on social justice and social
  capital
• Cultural impact on cultural diversity/capital
• Personal impact on human health and happiness,
  personal capital

9
Sustainable development

• Sustainable development means meeting the
• needs of the present generation without
• compromising the ability of future generations to
• meet their own needs. Sustainable
• development is about safeguarding the earth's
• capacity to support life in all its diversity. It
  is
• based on democracy, gender equality,
• solidarity, the rule of law and respect for
• Fundamental rights.

(The Presidency Conclusions of, 2006, 7)
10
Sustainable developmentKey concepts

• Anthropocentrism (from Greek ?????p??,
  anthropos, "human being" and ???t???, kentron,
  "center") is the belief that humans must be
  considered at the center, and the world must be
  interpreted or regarded in terms of human values
  and experiences (Merriam-websters on-line
  dictionary).
• Well-being Sustainability is connected in the
  well-being of a human being and the well-being of
  human-being is based on the well-being of nature.
• Conceptions of well-being are shown when
  interpreting the idea of sustainability.

(Norton, 2005.)
11
Sustainable developmentInterpretations of
sustainability 1/4

• Agnosticism
• claims that science can not either reveal us
  Reality.
• Descriptivism
• an effort to study what ought to be, the present
  given norms and traditions of a society.
• Cultural relativism holds that the morality of an
  action depends on culture
• What is morally right in one culture, may be
  morally wrong in another.
• Moreover, it holds that one culture cannot be
  held superior to another.
• Sustainability is decided independently by every
  society.

12
Sustainable developmentInterpretations of
sustainability 2/4

• Weak sustainable development
• The principles of neo-classical economics can be
  applied to the solution of environmental
  problems.
• E.g. Pearce, Solow and Beckerman.
• Strong sustainability
• Ecological capital can be replaced only
  exceptionally.
• Economic development is a precondition of
  environmental protection.
• E.g. ORiordan and Weale.
• (Baker, Kousis, Richardson, Young, 2004)

13
Sustainable developmentInterpretations of
sustainability 3/4

• Anthropocentric approach
• - The Earths resources are infinite and the
  question of sustainability does not therefore
  arise.
• - New reserves of resources, or alternatives
  materials will be found to replace any that are
  exhausted.
• - A theory is said to be strongly
  anthropocentrist if all the natural values it
  recognises are related to the satisfaction of
  preferences felt by human beings.
• - A theory of value is said to be weakly
  anthropocentrist if all the natural values which
  it recognises are related to the influence
  exerted by a given "felt" preference on the
  ideals which structure the vision of the world
  (and on which are essentially based "considered"
  preferences).
• (Baker et al., 2004)

14
Sustainable developmentInterpretations of
sustainability 4/4

• Biosentric approach
• - The Earths resources has finite limits and
  consumption, and the economic growth, cannot go
  on for ever. Otherwise, sooner or later, the
  Earth will reach the limits of its carrying
  capacity in relation to its human subsystem
• (Baker et al., 2004).
• Schematic approach
• - It should be allowed replacement and
  flexibility to some extent so that every
  generation can achieve their own purposes using
  developed technology (Norton, 2005).

15
An elephant and blind Scientists (basing on
traditional issue modified by Esa Tulisalo
(Willamo 2005)
16

• http//www.youtube.com/watch?v0sNj_ooxFWoeurlht
  tp3A2F2Fblogs.helsinki.fi2Fparikka2Fpage2F2
  2Ffeatureplayer_embeddedt48

17
Sustainable developmentEcosystem change and
human wellbeing
(Millennium Ecosystem Assessment, 2005.)
18
(Millennium Ecosystem Assessment, 2005.)
19
Wellbeing and basic needs 1/3

• Wellbeing
• A context and situation dependent state,
  comprising basic material for a good life,
  freedom and choice, health, good social
  relations, and security.

(Millennium Ecosystem Assessment,
http//www.millenniumassessment.org//en/index.aspx
)
20
Wellbeing and basic needs 2/3
Self actualisation needs ____________
Aesthetic needs _________________ Cognitive
needs ______________________ Esteem
needs ___________________________ Belongingness
and love needs ________________________________ Se
curity needs _____________________________________
__ Physiological needs
(Maslow, 1954)
21
Wellbeing and basic needs 3/3
(Sharma, 1995.)
22
Teaching, studying and learning Learning
conceptions
23
Teaching, studying and learning Sustainable
development and environmental studies
(Cf. Alexandre, 2001.)
24
Teaching, studying and learning Contextual
theory and practice
(Cf. Cantell, 2001.)
25
Teaching, studying and learning Goals and
contents of Sustainable Development Education
(Virtanen Salonen, 2007.)
26
Teaching, studying and learning Environmental
awareness as a goal 1/8
27
Teaching, studying and learning Environmental
awareness as a goal 2/8
(Chawla, 1999)
28
Teaching, studying and learning Environmental
awareness as a goal 3/8
(Palmer ym., 1999)
29
Teaching, studying and learningHolistic SDE 4/8
Models Environmental behaviour model
(Hungerford Volk, 1990) Onion model (Käpylä,
1995) Tree model (Palmer, 1998) The modell
for sustainable development education (Åhlberg,
2005) House model (Jeronen Kaikkonen, 2002
Jeronen ym., 2009)
( Jeronen Kaikkonen, 2002 Jeronen ym., 2009).
30
Teaching, studying and learningGlobal future as
a goal 5/8
(Hicks Bord, 2001)
31
Teaching, studying and learningICT and distance
education 6/8

• Developing ICT and distance education concerning
  SDE in schools is a long process. It requires
• an effective technical infrastructure
• psychological and cultural changes in teaching
  and learning.
• It seems that schools are in the middle of this
  process
• Teachers do not resist implementing ICT, but it
  seems that they are not completely convinced of
  its advantages.
• In order to fully utilize ICT, they require
  better learning materials and digital content in
  Finnish.
• In addition, the teachers have problems
  integrating ICT in the curriculum, and
• they also feel that the schools lack both
  effective technical facilities and support to
  maintain these environments.
• However, distance education is becoming an
  important component in all educational sectors in
  Finland.

32
Teaching, studying and learningICT and distance
education 7/8
Projects in Biology, Geography, EE and ESD in the
University of Oulu
33
Teaching, studying and learningICT and distance
education 8/8

• In our projects, we have found some pedagogical
  features that are good to consider when teaching
  on distance education.
• In order to create a rewarding online learning
  experience, evaluation needs to be combined with
  an effective learner-centred pedagogy.
• When teachers
• set clearly defined learning goals and expected
  outcomes,
• develop criteria for evaluation, and
• use multiple methods of assessing learning and
  teaching,
• they promote an environment that is conducive to
  learning.
• By providing activities and leaving time for
  discussion, a dynamic community of learners can
  be constructed.

34
Conclusion

• Finally, organization strategies for SDE such as
• scheduled activities and messages from students
  and teachers form an integral part of the
  learning experience.
• ongoing communication and interaction, and clear
  criteria in assessment and evaluation are
  imperative when supporting students studying and
  learning processes.
• scaffolding approach supports a students
  motivation and gives good personal experiences.
• consequently, interaction between students will
  develop.

35
References 1/3

• Alexandre, F. (2001). Interdisciplinarity in
  geographical education Searching for a new
  synthesis. In Houtsonen, L., Tammilehto, M.
  (Eds.) Innovative Practices in Geographical
  Education Proceedings Helsinki Symposium IGU
  Commission on Geographical Education, August 6-10
  2001. Department of Geography, University of
  Helsinki. 58.
• Azapagic, A., Perdan, S. Shallcross, D.(2005).
  How much do engineering students know about
  sustainable development? European journal of
  engineering education  30 (1), pp. 1-19. 
• Baker, S., Kousis, M., Richardson, D. Young, S.
  (2004). The politics of sustainable development.
  Theory, policy and practice within the European
  Union. London Routledge.
• Cantell, H. (2001). How concepts of learning and
  teaching affect geography education. Teoksessa L.
  Houtsonen M.Tammilehto (toim.) Innovative
  Practices in Geographical Education Proceedings
  Helsinki Symposium IGU Commission on Geographical
  Education, August 6-10 2001. Department of
  Geography, University of Helsinki. 92.
• Chawla, L. (1999). Life paths into effective
  environmental action. The Journal of
  Environmental Education 31, (1), 15-26.
• Hicks, D. A. Bord (2001). Learning about global
  issueswhy most educators only make things worse.
  Environmental Education Research 7, (4), 414-425.
  
• Hungerford, H.R. Volk, T.L. (1990). Changing
  learner behavior through environmental education.
  The Journal of Environmental Education, 21(3),
  821.
• Jeronen, E. (2005). Resurssien valitseminen,
  valmistaminen ja käyttö. Teoksessa V. Eloranta,
  E. Jeronen I. Palmberg (toim.) Biologia
  eläväksi. Biologian didaktiikka. Keuruu Otavan
  kirjapaino. ISBN 952-451-128-2.
• Jeronen, E., Anttila-Muilu, S. Jeronen, J.
  2006. Young Peoples Values And Geographical
  Education In An Upper Secondary Level School And
  A Department Of Teacher Education In Northern
  Finland. In K. Purnell, J. Lidstone S. Hodgson
  (Eds.) 2006. Changes in Geographical Education
  Past, Present and Future. Proceedings of the
  International Geographical Union, commission on
  geographical Education symposium. Brisbane
  Australia. 221-227.
• Jeronen, E., Jeronen, J. Raustia, H. (2009).
  Environmental Education in Finland A Case Study
  of Environmental Education in Nature Schools.
  International Journal of Environmental Science
  Education 4, 1, January 2009.
• Jeronen, E. Kaikkonen, M. (2002). Thoughts of
  Children and Adults about the Environment and
  Environmental Education. International Research
  in Geographical and Environmental Education,
  11(4), 341363.

36
References 2/3

• Krapp, A., Hidi, S., Renninger, K. A. (1992),
  Interest, learning, and development, in Krapp, A,
  Hidi, S, Renninger, K.A. (eds.), The Role of
  interest in learning and development. Hinsdale,
  New Jersey Lawrence Erlbaum Associates, 3-25.
• Kyburz-Graber, R. (2001). Education for
  sustainable development
• a challenge for biology teachers. Retrieved 27th
  May 2009 from http//www.iubs.org/cbe/pdf/kyburz.
  pdf
• Käpylä, M. (1995). Ympäristökasvatus koulun
  oppimis- ja tiedonkäsityksen muuttamisen
  välineenä. (EE as a tool when changing learning
  and information conception.) Teoksessa S. Ojanen
  H. Rikkinen (toim.), Opettaja
  ympäristökasvattajana, 2439. Porvoo WSOY.
• Maslow, A. (1954). Motivation and personality.
  New York Harper Row.
• Merriam-websters on-line dictionary. Retrieved
  27th May 2009 from http//www.merriam-webster.com
  /dictionary/anthropocentrism.
• Millennium Ecosystem Assessment, 2005. Ecosystems
  and Human Well-being Synthesis.
• Island Press, Washington, DC.
• Ministry of Education 1995. Education, Training
  and Research in the Information society a
  national strategy. Helsinki Ministry of
  Education.
• Retrieved 30th April 2005 from
  http//www.minedu.fi/eopm/strategi/2.html
• Ministry of Education 1999. The information
  strategy for education and research 2000-2004.
  Helsinki Ministry of Education.
• Ministry of Education 2004. Information Society
  Programme for Education, Training and Research
  2004- 2006. Publications of the Ministry of
  Education, Finland 200414. Retrieved 30th April
  2005 from http//www.minedu.fi/julkaisut/koulutus
  /2004/opm14/opm14.pdf

37
References 3/3

• Norton, B. G. (2005). Sustainability. A
  Philosophy of Adaptive Ecosystem Management.
  Chigaco University of Chicago Press.
• Palmer, J.A. (1998). Environmental Education of
  the 21st century Theory, practice, progress and
  promise, 267277. London Routledge.
• Palmer, J. A., Suggate, J., Robottom, I. P.
  Hart (1999). Significant life experiences and
  formative influences on the development of adults
  environmental awareness in the UK, Australia and
  Canada. Environmental Education Research 5, (2),
  181-200.
• Saettler, P. (1990). The evolution of american
  educational technology . Englewood, CO Libraries
  Unlimited, Inc.
• Schuman, L. (1996). Perspectives on instruction.
  On-line. Available http//edweb.sdsu.edu/course
  s/edtec540/Perspectives/Perspectives.html
• Sharma, S. (1995). Motivation. Faculty of
  Information Studies, University of Toronto.
  http//choo.fis.utoronto.ca/FIS/Courses/LIS1230/LI
  S1230sharma/motive5.htm
• The Presidency Conclusions of the Brussels
  European Council (15/16 June 2006) 10633/1/06 REV
  1.
• Virtanen, A. Salonen, A-M. (2007). Sustainable
  Development in Natural Resources and Environment
  Studies. Teoksessa T. Kaivola, L. Rohweder
  (toim.). Towards Sustainable Development in
  Higher Education. Ministry of Education, 6,
  (86-95).
• Åhlberg, M. (2005). YKn Kestävää kehitystä
  edistävän kasvatuksen vuosikymmen (20052014)
  biologian ja kestävän kehityksen didaktiikan ja
  opettajan työn näkökulmasta. (United Nations
  Decade 20052014). Natura, 2, 914.

38
Thank you for your attention!
Oulu