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T. F. Ng et al.
Keywords Sustainability · Sustainable development · Awareness · Knowledge ·
Teaching · Learning · Education · Assessment
1 Introduction
The necessity to educate and sow the seed of intellectual awareness about sustainability is unquestionably very important in the wake of the global environmental
crisis. Fundamentally, the concept of sustainability entails considerable obligations
of present generations to consider the satisfaction of needs of future generations
(Guillen-Royo 2016). Future generations have the same natural rights as present
generations; hence they have equitable right to inherit the legacy of a biologically
diverse, resilient, life-supporting planet and a social world equally supportive of
human diversity and creativity. A profound transformation of intellectual and action
is prerequisite for sustainable development, and this can be achieved with the right
knowledge, skills, values, and attitudes. Therefore, education is recognized as one of
the key instruments for promoting sustainable development; the required shift in the
thinking, values, and actions of individuals and institutions calls for efforts to place
sustainability at the heart of all kinds of education.
Education for Sustainable Development (ESD) is a well-established and holistic
approach to sustainability which originally had its roots in international conferences
in the 70s. The UN Conference on the Human Environment (UNCHE) held in Stockholm, Sweden in 1972 and the UNESCO-UNEP Intergovernmental Conference on
Environmental Education held in Tbilisi, Georgia (the former Soviet Union) in 1977,
displayed a growing interest in conservation issues worldwide and laid the groundwork for global environment governance (Wals and Kieft 2010). Following this,
Agenda 21, an all-inclusive, non-binding blueprint concerning sustainable development that emphasizes the role of local government in fostering partnership between
community, local authority, and private sector, was introduced at The Earth Summit
in Rio de Janeiro in 1992 (Koch and Grubb 1993; Fowke and Prasad 1996; Niss
2002). In order to bolster ESD as a motor for change, the United Nations General
Assembly in 2002, declared the Decade for Education for Sustainable Development
(DESD) 2005–2014 which accentuates the integration of principles and practices
of sustainable development into all facets of education and learning (Venkataraman
2010). The adoption of DESD has ever since influenced the institution of new policies and strategies in local governments and engagement of relevant stakeholders
on matters related to sustainable development, thus allowing the creation of new
tools and resources for the implementation of ESD (Mula and Tilbury 2009). The
adoption of the 2030 Agenda for Sustainable Development (“2030 Agenda”) by all
member states of the United States in September 2015 stands as a clear testament to
their commitment to sustainable development initiatives and to the 17 UN Sustainable Development Goals (UNSDGs) the framework outlined for the next 15 years
(UNDP 2016).
T. F. Ng et al.
Keywords Sustainability · Sustainable development · Awareness · Knowledge ·
Teaching · Learning · Education · Assessment
1 Introduction
The necessity to educate and sow the seed of intellectual awareness about sustainability is unquestionably very important in the wake of the global environmental
crisis. Fundamentally, the concept of sustainability entails considerable obligations
of present generations to consider the satisfaction of needs of future generations
(Guillen-Royo 2016). Future generations have the same natural rights as present
generations; hence they have equitable right to inherit the legacy of a biologically
diverse, resilient, life-supporting planet and a social world equally supportive of
human diversity and creativity. A profound transformation of intellectual and action
is prerequisite for sustainable development, and this can be achieved with the right
knowledge, skills, values, and attitudes. Therefore, education is recognized as one of
the key instruments for promoting sustainable development; the required shift in the
thinking, values, and actions of individuals and institutions calls for efforts to place
sustainability at the heart of all kinds of education.
Education for Sustainable Development (ESD) is a well-established and holistic
approach to sustainability which originally had its roots in international conferences
in the 70s. The UN Conference on the Human Environment (UNCHE) held in Stockholm, Sweden in 1972 and the UNESCO-UNEP Intergovernmental Conference on
Environmental Education held in Tbilisi, Georgia (the former Soviet Union) in 1977,
displayed a growing interest in conservation issues worldwide and laid the groundwork for global environment governance (Wals and Kieft 2010). Following this,
Agenda 21, an all-inclusive, non-binding blueprint concerning sustainable development that emphasizes the role of local government in fostering partnership between
community, local authority, and private sector, was introduced at The Earth Summit
in Rio de Janeiro in 1992 (Koch and Grubb 1993; Fowke and Prasad 1996; Niss
2002). In order to bolster ESD as a motor for change, the United Nations General
Assembly in 2002, declared the Decade for Education for Sustainable Development
(DESD) 2005–2014 which accentuates the integration of principles and practices
of sustainable development into all facets of education and learning (Venkataraman
2010). The adoption of DESD has ever since influenced the institution of new policies and strategies in local governments and engagement of relevant stakeholders
on matters related to sustainable development, thus allowing the creation of new
tools and resources for the implementation of ESD (Mula and Tilbury 2009). The
adoption of the 2030 Agenda for Sustainable Development (“2030 Agenda”) by all
member states of the United States in September 2015 stands as a clear testament to
their commitment to sustainable development initiatives and to the 17 UN Sustainable Development Goals (UNSDGs) the framework outlined for the next 15 years
(UNDP 2016).