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International Journal of Applied Research
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ISSN Print: 2394-7500, ISSN Online: 2394-5869, CODEN: IJARPF


Vol. 9, Issue 10, Part D (2023)

Education for sustainable development in contemporary era: A meta-analysis

Education for sustainable development in contemporary era: A meta-analysis

Manali Nandi and Jenul Avideen
Sustainable development is the development that meets the needs of present generation without compromising the ability of future generations to meet their own needs. Education for sustainable development allows every human being to acquire the knowledge, skills, attitudes and values necessary to shape a sustainable future. Basic education is a key to a nation’s ability to develop and achieve sustainability targets. Education can improve agricultural productivity, enhance the status of women, reduce population growth rates, enhance environment protection, and generally raise the standard of living. But simply increasing basic literacy will not support a sustainable society. Institutional reform, curriculum reform and development of locale specific resource material incorporating Education for sustainable development are priorities. Education for sustainable development requires including key sustainable development issues into teaching and learning like climate change, disaster risk reduction, poverty reduction, bio diversity and sustainable consumption. It also requires participatory teaching and learning methods that motivate and empower learners to change their behavior and take action for sustainable development like conservation of energy, water, tree plantation, use of natural energy etc. If the goals of sustainable development are to be realized, the attitudes of all the stakeholders of education at all levels with regard to our current life styles and impact they have on the environment will need to change.
Pages: 198-201  |  117 Views  50 Downloads
How to cite this article:
Manali Nandi, Jenul Avideen. Education for sustainable development in contemporary era: A meta-analysis. Int J Appl Res 2023;9(10):198-201.
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