Twenty First Century Education: Transformative Education for Sustainability and Responsible Citizenship
Bell, David V. J.
Journal of Teacher Education for Sustainability, v18 n1 p48-56 2016
Many ministries of education focus on twenty-first century education but unless they are looking at this topic through a sustainability lens, they will be missing some of its most important elements. The usual emphasis on developing skills for employability in the current global economy begs the question whether the global economy is itself sustainable over the course of this century. According to the World Business Council on Sustainable Development (WBCSD) whose membership comprises 29 of the largest, most important companies on the planet, it is "not". Continuing on the current development path would require approximately 2.3 planet Earths to support existing levels of resource and energy use, and waste production, projected out for a global population which will reach 9 billion by 2050. And yet most discussions of 21st century education are premised on servicing, rather than transforming, the current global economy. This paper explores the opportunities and benefits of connecting the discourse on twenty-first century education with Education for Sustainable Development (ESD) which seeks to prepare learners for the varied and interrelated environmental, social, and economic challenges they will meet as they confront a changing world. ESD emphasizes futures thinking and strategic planning that will enable learners to help create and flourish in a more sustainable economy. Conventional teaching models must also shift to a "transformative" style of education for the twenty-first century in order for humankind to learn how to live more sustainably on this planet.
Descriptors: Transformative Learning, Citizenship, Citizenship Education, Sustainable Development, Energy, Wastes, Employment Potential, Group Membership, Corporations, Strategic Planning, Teaching Methods, Sustainability, Foreign Countries
UNESCO Chair on Interplay of Tradition and Innovation in ESD. Parades 1-220, Daugavpils University, Daugavplis LV-5401, Latvia. Tel: 371-6542-5452; Fax: 371-6542-2890; e-mail: unescochair@du.lv; Web site: http://www.du.lv
Publication Type: Journal Articles; Reports - Evaluative
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Language: English
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Identifiers - Location: Canada
The Role of 21st Century Skills in Two Rural Regional Areas of Public Education
Fox, Sean B.; McDermott, Carrie L.
Journal for Leadership and Instruction, v14 n2 p26-30 Fall 2015
Budgetary shortfalls and excessive layoffs have left public schools with a deficiency of professional innovation as well as modern theory and practice. It is imperative that educators identify the exemplary school systems that are engaging students and adults in 21st century education, and broadcast those patterns of success to schools in need of reform. These researchers presented comparative, qualitative case studies on engagement in work in two regional areas in Suffolk County, New York. The purpose of these studies was to investigate how school systems and educators engage students and adults in 21st century education.
Descriptors: Public Education, Rural Areas, Educational Innovation, Effective Schools Research, Comparative Analysis, Case Studies, Investigations, Governance, Administrative Organization, Accountability, Instructional Innovation, Position Papers, Focus Groups, Observation, Interviews, Best Practices, Evidence Based Practice, Qualitative Research
SCOPE Education Services. 100 Lawrence Avenue, Smithtown, NY 11787. Tel: 631-360-0834; Fax: 631-360-8489; e-mail: contact@scopeonline.us; Web site: http://scopeonline.us
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
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Language: English
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Identifiers - Location: New York
Twenty-First Century Instructional Classroom Practices and Reading Motivation: Probing the Effectiveness of Interventional Reading Programs
Boulhrir, Taoufik
International Journal of Education and Literacy Studies, v5 n3 p57-66 Jul 2017
Twenty-first century education has undoubtedly witnessed changes of the definition of literacy to cope with the economic, social, and intellectual trends. Technological advances, which include skills of communication, creativity, critical thinking, and collaboration have become key in education, especially when dealing with literacy and reading motivation. As motivation hinges around two major theoretical approaches, intrinsic and extrinsic, numerous studies argue for the first to be more sustainable in enhancing reading motivation. Accordingly, many research based interventional programs have emerged since the late nineties with increasing popularity to offer answers to the dwindling rates in reading among youth. This article discusses traits of 21st century education in light of trends and challenges as it probes the effectiveness of some interventional programs that are meant, and argued for, to enhance literacy skills and reading motivation.
Descriptors: Classroom Techniques, Educational Practices, Reading Motivation, Intervention, Reading Programs, Instructional Effectiveness, Trend Analysis, Reading Skills, Reading Instruction, Literacy, Program Effectiveness, Literature Reviews
Australian International Academic Centre PTY, LTD. 11 Souter Crescent, Footscray VIC 3011, Australia. Tel: +61-3-9028-6880; e-mail: support@aiac.org.au; Web site: http://www.journals.aiac.org.au/index.php/IJELS/index
Publication Type: Journal Articles; Reports - Evaluative; Information Analyses
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Language: English
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