The roots and routes of environmental and sustainability education policy research

Environmental Education Research has developed a Virtual Special Issue (VSI) (http://explore.tandfonline.com/content/ed/ceer-vsi) focusing on studies of environmental and sustainability education (ESE) policy. The VSI draws on key examples of research on this topic published in the Journal from the past two decades, for three reasons. First, to provide readers with a series of snapshots into the genealogy of ESE policy research in this field. Second, to encourage renewed attention to previously published work. And third, to offer commentary on the evolution of research trends, approaches and findings.     

A systematic review of the role of learning games in fostering mathematics education in K-12 settings

In the recent decade, a number of literature reviews were conducted to examine the effectiveness of learning games. However, prior reviews typically focused on providing a synopsis of the overall research trends and the games’ impact on cognitive and non-cognitive learning, without providing critical and contextual information of learning-gameplay integration or the game design features. The current review focuses on recent empirical studies that implement learning games for K-12 mathematics education during the time period of 2008–2021 via a systematic search of the databases. Forty-three papers were identified as the result of a three-stage data extraction process. We identified the trends of implementing learning games in mathematics education and the ways to designing and integrating math content in gameplay. We propose that more research is needed to examine the design and use of learning games for math learning in K-12 settings. Recommendations for future game-based learning design and research are presented.     

Radical adult education and learning

How can we speak about radical education in these seemingly unpropitious times? I explore this question first by examining aspects of our radical heritage (self-directed learning, facilitation, democratic pedagogy, learning in hegemonic struggle, learning in social action, critical pedagogy) and then by discussing what radical learning and education mean now, in an era of capitalist triumphalism. I outline a method which helps practitioners to investigae and act on what people are actuallly learning and teaching each other in different sites—educational instititions, workplace families, communities, the mass media and social movements. Culture is ordinary: that is where we must start. (Williams, 1958a)     

The place of content and pedagogy in shaping sustainability learning outcomes in higher education

This research investigates the ways in which undergraduate courses dealing with the environment address sustainable development (SD), and contribute to the development of sustainability learning outcomes (SLO). The participants in the study were 13 instructors, and 360 students who were enrolled in 13 courses that addressed the environment in a technical university. Mixed methods were used for data collection and analysis. We found that courses that address the environment are varied in the way that they address sustainable development, and in the pedagogy they use. We also found links between teaching methods and the pattern of reported SLOs: skills development was promoted mainly in courses with a high degree of participatory learning; changes in awareness and attitudes were reported mainly in courses that addressed sustainable development, and motivation to promote sustainable development was reported mainly in courses that addressed sustainable development and also provided opportunities for active and participatory learning. The implications of our research are discussed.     

Media and adult learning: A forum: The role of the faculty member in distance education

Abstract

This article argues for understanding distance education as a community of practice that must acknowledge and accommodate diversity in the context of increasing economic globalization. It asserts that any community of practice is embedded in a larger social context that influences values and practice. It also examines the historic and contemporary social, economic, and political forces that inform and influence distance education practice. This is followed by reflections on the implications for distance education practice and its current capacity to be sensitive to diversity and to meet the needs of culturally diverse learners.     

The role of mathematics learning centres in engineering education

Mathematics departments in many universities, in many countries, are under pressure. The demand for mathematics undergraduate programmes is diminish- ing and service mathematics is under threat. In particular, engineering schools are either reducing the number of mathematics courses in degree programmes or engineering staff are teaching mathematics as part of engineering analysis courses. There is also a strong trend in engineering education to make greater use of computer courseware like Mathcad, Matlab and other software systems for the mathematical and statistical components of engineering programmes. Engineer- ing education is undergoing substantial change. The mathematics of engineering programmes will need to change accordingly. Mathematics learning centres have been established in many universities world-wide. Initially their main role was to provide assistance for those who had insufficient levels of competency in pre- requisite mathematics. However, these centres can also make a very useful contribution to the latest trends in the mathematics education of engineering undergraduates. This paper will describe that contribution.     

Exploring the role and value of creativity in education for sustainability

Creativity, innovation and divergent thinking are routinely expected to help people envision and implement alternative practices to the status quo. However, these do not feature strongly in the literature on education for sustainability in higher education (HE), and especially graduate competencies or capabilities for sustainability. The paper makes the case for the importance of creativity in education for sustainability (EfS), and argues that innovation is at the heart of moving societies towards more sustainable paths. In other words, creativity is an essential part of learning for sustainability. A critical perspective is offered, by highlighting the effects of the theoretical roots of sustainability and environmental education in the ecological sciences, the traditional and still dominant construction of learning and teaching in HE and EfS, and the challenges and rewards that supporting creativity presents for learners and teachers in this field.     

Lifelong learning: Universities and adult education

This paper argues that the driving force of social change in the contemporary world is economic globalisation, which has demanded and more highly educated work force. It discusses six major changes that are occurring in traditional university education, as a result, and notes that universities have now become a site where adults learn. Universities are becoming institutions of lifelong learning. In the final section traditional adult education is reviewed, which is also becoming lifelong learning, and the education of older adults is discussed.     

Sustainability policy and sustainability in higher education curricula: the educational developer perspective

Various studies have investigated the views of higher education staff and students about sustainability, yet educational developer perspectives are under-represented in the research. This project gathered educational developer perspectives about sustainability in the curriculum. It sought to capture their views about a national sustainability policy; about the relationship between educational development and sustainability curriculum change; and whether sustainability should form part of their own roles. It was informed by the ‘theory of the second-best’ and involved nine interviews. Educational developers raised concerns about the policy, whilst opinions about their own involvement varied. It is argued that policy should provide clearer statements about curriculum, and educational developers should be involved in its development.     

Policy learning and governance of education policy in the EU

Open methods for coordinating (OMC) education policies in the EU rely on a number of techniques, one of which is policy learning. This article examines how policy learning and governance transform each other. More specifically, policy‐learning in the education OMC becomes differentiated into four distinct learning styles: mutual, competitive, surface and imperialistic learning. While they overlap with some forms of policy learning discussed in the literature, they are also different by focusing upon interactions and political dynamics between the European Commission and the member states. In seeking to understand how governing through learning occurs, we argue that any ‘impact’ of EU‐level policy‐learning is co‐constructed by both the European Commission and the member states. The analysis of this article is grounded in a discourse analytical and institutionalist perspective. It draws on qualitative data derived from semi‐structured interviews with officials from the Directorate General for Education and Culture in the European Commission and on EU documents generated during policy‐learning activities.     

The role of traditional folklore in facilitating adult learning in Nigeria

Adults, unlike children, have a wide variety of prior experiences and knowledge which they bring to the processes of learning they engage in at later stages of life. This difference between teaching children (pedagogy) and teaching adults was identified by Malcolm Knowles in the 1980s. He coined the term andragogy to describe the art and science of helping adults learn. Andragogy is premised on five key tenets: self-concept; experience; readiness to learn; orientation to learn; and motivation. These are often absent from the conventional facilitation methods used for adult learning and education (ALE) in Nigeria. The author of this article notes that many ALE programmes fail to meet the needs and expectations which motivate learners to engage in a course. She argues that for learning outcomes to be more successful, teaching methods need to be more creative and take learners’ prior experience and knowledge into consideration. After reviewing literature on the topic of adult learning, this article examines conventional methods of facilitating ALE in South West Nigeria. The author points out some of these methods’ shortcomings and suggests that one viable approach to addressing these might be to introduce the use of traditional folklore for andragogical purposes. The author posits that integrating oral tradition would also enable a more playful approach to adult learning. In a practice-oriented vein, she discusses the innovative and andragogical elements inherent in folktales, lullabies, folksongs, poetry, proverbs and riddles, illustrating her discussion with Yoruba examples. She concludes that folklore is useful as an independent or integral ALE facilitation method, with promising potential to make ALE more effective.

     

美育与创造能力的培养

美育在创造能力的培养中具有特别重要的作用,审美在科学创造和发明中具有突出的启迪功能。美育有助于创造能力发展的生理机制在于通过开发右脑使大脑两半球得到协调发展,使它们各自的功能得到互补和充分发挥;其心理机制在于美感作为自由感受具有自由直观的因素,这种因素培育着直觉思维能力,而这种能力正是开启创造能力的钥匙。     

Bureaucratic response to policy change: implementation of adult education policy in Norway

Our main concern was to investigate the implementation of the new Education Act, giving adults the statutory right to complete upper secondary education. Referring to a ‘top‐down’ and a ‘bottom‐up’ perspective we have investigated how the representatives of the county authorities (the bureaucrats) interpret and practise the specific section of the Act in relation to their definition, moral evaluation and economic view. The interpretation of the section in the Act and the practice varied. Two counties were proactive, result‐oriented and generous, while four counties were passive, act‐oriented and restrictive in their implementation. The implementation was influenced by the bureaucrats’ attitudes, decisions and actions. They had their own agenda, moral standard, interest and so on, which influenced their interpretation and practice. Our study indicates that it is not enough just to formulate a right. How it is formulated, and how it is interpreted and perceived may affect the implementation process.     

Bringing together monitoring approaches to track progress on adult learning and education across main international policy tools

International Review of Education - This article critically examines how monitoring strategies currently track progress on country commitments to adult learning and education (ALE). These...