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Investigating effective teaching and learning for sustainable development and global citizenship: Implications from a systematic review of the literature |
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| Institution: | 1. Organization for Regional and Inter-regional Studies, Waseda University, 1-6-1 Nishiwaseda, Shinjuku-ku, Tokyo, 169-8050, Japan;2. Department of Educational Foundations, University of Hawaii at Manoa, Honolulu, HI, 96822, USA;1. Department of Behavioural Medicine, Lagos State University College of Medicine Ikeja, Lagos, Nigeria;2. Federal Neuro-Psychiatric Hospital Yaba, Lagos, Nigeria;3. Department of Psychiatry, Lagos State University Teaching Hospital Ikeja, Lagos, Nigeria;1. School of Teacher Education, 1114 W. Call St., G134 Stone Building, Florida State University, Tallahassee, FL, 32306, USA;2. School of Teacher Education, Florida State University, USA |
| Abstract: | Education for sustainable development (ESD) and global citizenship education (GCEd) have drawn ample attention, particularly following the adoption of the Sustainable Development Goals. This study aims to investigate the individual and institutional-level factors associated with the desired learning outcomes in these areas. The systematic review included 14 studies that documented statistically significant positive outcomes related to ESD and GCEd. The results highlight several factors that may enhance the effectiveness of teaching and learning in these areas. It revealed the need for future studies to address variables related to learners’ characteristics and organizational/school contexts in the implementation of the curriculum. |
| Keywords: | Education for sustainable development Global citizenship education Peace education Human rights Sustainable Development Goals (SDGs) |
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