Education for Sustainable Development: A University Perspective
283
Education for Environmental Citizenship is a concept with a high potential for
contributing to the reorganisation process of the Latvian educational system. In practice, however, major efforts are required in order to come to real implementation of
the Education for Environmental Citizenship in the educational practice.
4 Conclusions
Considering the complexity and diversity of the concept of sustainable development, it is extremely important for universities to identify their priorities and aims,
so that the contribution of academic stakeholders in promoting the ESD process
could be optimised. The primary responsibilities of universities should concern the
following: (1) development of the sustainability science; (2) integration of Education
for Sustainable Development in the study process; and (3) promotion of an active
stance towards problems related to the sustainability of national development.
For universities, the priority action must be to promote ESD is participation in
the development of an ESD-supporting educational system—a task at which the
contribution of university actors can be most efficient. Another priority task is the
development of study approaches and study materials to support the implementation
of ESD in all study programmes at a university level. A further challenge concerns
the new initiative aimed at strengthening the links between ESD, Science Education
and Citizenship Education in order to promote the Education for Environmental
Citizenship.
Acknowledgements I acknowledge the support from the University of Latvia research grant for
the “Climate change and its impacts on sustainability of natural resources” project.
References
Blumberga A, Blumberga D, Bazbauers G, Zogla G, Laicane I (2014) Sustainable development
modelling for the energy sector. J Clean Prod 63:134–142
Bourn D (2008) Education for sustainable development in the UK: making the connections between
the environment and development agendas. Theor Res Educ 6:193–206
CEU (2006) Council of the European Union. Renewed EU sustainable development strategy. 9 June
2006
Dale A, Newman L (2005) Sustainable development, education and literacy. Int J Sustain High
Educ 6:351–362
Dobson A (2010) Environmental citizenship: rapid research and evidence review. https://www.
sdresearch.org.uk/sites/default/files/publications/SDRN%20Environmental%20Citizenship%
20and%20Pro-Environmental%20Full%20Report_0.pdf. Accessed 22 Dec 2019
EPC (2006) Directive 2006/32/EC of the European parliament and the council of 5 April 2006 on
energy end-use efficiency and energy services and repealing council Directive 93/76/EEC. Off J
Eur Union L114:64–85
283
Education for Environmental Citizenship is a concept with a high potential for
contributing to the reorganisation process of the Latvian educational system. In practice, however, major efforts are required in order to come to real implementation of
the Education for Environmental Citizenship in the educational practice.
4 Conclusions
Considering the complexity and diversity of the concept of sustainable development, it is extremely important for universities to identify their priorities and aims,
so that the contribution of academic stakeholders in promoting the ESD process
could be optimised. The primary responsibilities of universities should concern the
following: (1) development of the sustainability science; (2) integration of Education
for Sustainable Development in the study process; and (3) promotion of an active
stance towards problems related to the sustainability of national development.
For universities, the priority action must be to promote ESD is participation in
the development of an ESD-supporting educational system—a task at which the
contribution of university actors can be most efficient. Another priority task is the
development of study approaches and study materials to support the implementation
of ESD in all study programmes at a university level. A further challenge concerns
the new initiative aimed at strengthening the links between ESD, Science Education
and Citizenship Education in order to promote the Education for Environmental
Citizenship.
Acknowledgements I acknowledge the support from the University of Latvia research grant for
the “Climate change and its impacts on sustainability of natural resources” project.
References
Blumberga A, Blumberga D, Bazbauers G, Zogla G, Laicane I (2014) Sustainable development
modelling for the energy sector. J Clean Prod 63:134–142
Bourn D (2008) Education for sustainable development in the UK: making the connections between
the environment and development agendas. Theor Res Educ 6:193–206
CEU (2006) Council of the European Union. Renewed EU sustainable development strategy. 9 June
2006
Dale A, Newman L (2005) Sustainable development, education and literacy. Int J Sustain High
Educ 6:351–362
Dobson A (2010) Environmental citizenship: rapid research and evidence review. https://www.
sdresearch.org.uk/sites/default/files/publications/SDRN%20Environmental%20Citizenship%
20and%20Pro-Environmental%20Full%20Report_0.pdf. Accessed 22 Dec 2019
EPC (2006) Directive 2006/32/EC of the European parliament and the council of 5 April 2006 on
energy end-use efficiency and energy services and repealing council Directive 93/76/EEC. Off J
Eur Union L114:64–85