516
F. N. Ariffin et al.
1 Introduction: Initiative Towards Sustainable
Development
Sustainable development issues have always been great concerns to the world leaders
and citizens especially after the publication of the Brundtland Report, an insightful
text that laid the foundations of sustainable development for future generations.
Consequently, there has been increasing discussion about the intentions and impacts
of development to the world. Over the last thirty years, sustainable development
has been defined in numerous ways, but the most regularly cited definition is from
the 1987 Brundtland Report whereby sustainable development is defined as “development that meets the needs of the present without compromising the ability of
future generations to meet their own needs” (WCED 1987). This indicate that economic, environmental, and social considerations have to constitute an integral part
of the development process. In other words, as a constantly developing concept, sustainable development aims at improving individual’s quality of life by integrating
economic growth, social development and environmental protection together. Furthermore, to achieve sustainable development and overcome the challenges in the
process, requires a global, collective and individual commitment (UNESCO 2005a).
Improving the quality of life indicate a change in our learning (UNESCO 2005a).
In fact, one of the most powerful instruments to achieve sustainable development is
through education. Therefore, in December 2002, the United Nations General Assembly had declared a Decade of Education for Sustainable Development (2005–2014)
to integrate the principles, values, and practices of sustainable development into all
aspects of education and learning, with the goal of promoting behavioural changes
that will create a more sustainable future in terms of environmental integrity, economic viability, and a just society for current and next generations (UNESCO 2005b).
During the Decade of Education for Sustainable Development (DESD), Education for
Sustainable Development (ESD) has matured and grew (Laurie et al. 2016). Next, as
a follow up to the DESD, in November 2014, UNESCO’s Global Action Programme
(GAP) was launched at the World Conference on Education for Sustainable Development. It focuses on creating and scaling up ESD activity at all levels in all areas of
education, and in all sustainable development sectors to accelerate progress towards
sustainable development (UNESCO 2015). Because of DESD and GAP, there is a
growing global recognition of ESD as a crucial factor for sustainable development.
Meanwhile, Malaysia has attempted to introduce various regulatory measures
especially in education to balance the goals of socio economic development with the
maintenance of good environmental condition (Foo 2013). According to Saadatian
et al. (2011), Malaysia is ranked ninth among 133 countries on efforts taken to reduce
environmental stress on human health and ecosystem protection. The authors further
states that Malaysia has implanted sustainable development in its policies, vision,
mission and planning process. Moreover, recently, Malaysia has made a commitment
to support and implement the 2030 Agenda for Sustainable Development. In terms
of formal education, environmental education had been introduced in the Malaysian
education system since 1982 (Said et al. 2007). In secondary schools (for 13–17 years
F. N. Ariffin et al.
1 Introduction: Initiative Towards Sustainable
Development
Sustainable development issues have always been great concerns to the world leaders
and citizens especially after the publication of the Brundtland Report, an insightful
text that laid the foundations of sustainable development for future generations.
Consequently, there has been increasing discussion about the intentions and impacts
of development to the world. Over the last thirty years, sustainable development
has been defined in numerous ways, but the most regularly cited definition is from
the 1987 Brundtland Report whereby sustainable development is defined as “development that meets the needs of the present without compromising the ability of
future generations to meet their own needs” (WCED 1987). This indicate that economic, environmental, and social considerations have to constitute an integral part
of the development process. In other words, as a constantly developing concept, sustainable development aims at improving individual’s quality of life by integrating
economic growth, social development and environmental protection together. Furthermore, to achieve sustainable development and overcome the challenges in the
process, requires a global, collective and individual commitment (UNESCO 2005a).
Improving the quality of life indicate a change in our learning (UNESCO 2005a).
In fact, one of the most powerful instruments to achieve sustainable development is
through education. Therefore, in December 2002, the United Nations General Assembly had declared a Decade of Education for Sustainable Development (2005–2014)
to integrate the principles, values, and practices of sustainable development into all
aspects of education and learning, with the goal of promoting behavioural changes
that will create a more sustainable future in terms of environmental integrity, economic viability, and a just society for current and next generations (UNESCO 2005b).
During the Decade of Education for Sustainable Development (DESD), Education for
Sustainable Development (ESD) has matured and grew (Laurie et al. 2016). Next, as
a follow up to the DESD, in November 2014, UNESCO’s Global Action Programme
(GAP) was launched at the World Conference on Education for Sustainable Development. It focuses on creating and scaling up ESD activity at all levels in all areas of
education, and in all sustainable development sectors to accelerate progress towards
sustainable development (UNESCO 2015). Because of DESD and GAP, there is a
growing global recognition of ESD as a crucial factor for sustainable development.
Meanwhile, Malaysia has attempted to introduce various regulatory measures
especially in education to balance the goals of socio economic development with the
maintenance of good environmental condition (Foo 2013). According to Saadatian
et al. (2011), Malaysia is ranked ninth among 133 countries on efforts taken to reduce
environmental stress on human health and ecosystem protection. The authors further
states that Malaysia has implanted sustainable development in its policies, vision,
mission and planning process. Moreover, recently, Malaysia has made a commitment
to support and implement the 2030 Agenda for Sustainable Development. In terms
of formal education, environmental education had been introduced in the Malaysian
education system since 1982 (Said et al. 2007). In secondary schools (for 13–17 years