The focus on education for sustainable development in global policy and literature opens up a range of different views its relationship with environmental education. While number authors make clear distinction between the two concepts, others believe that (ESD) has actually displaced (EE). Different perceptions these concepts have implications their integration into at all levels. This paper of...

UNESCO (2006) indicated that Faculties of Education and teacher training institutions, in particular, need to reorient their study programs to address the quest for Sustainable Development. The latter is an evolving and dynamic concept in terms of its conceptual definition. According to the World Commission on Environment and Development (1987, p. 43) “Sustainable development is development tha...

This paper distills core lessons about how researchers (scientists, engineers, planners, etc.) interested in promoting sustainable development can increase the likelihood of producing usable knowledge. We draw the lessons from both practical experience in diverse contexts around the world and from scholarly advances in understanding the relationships between science and society. Many of these l...

BACKGROUND The tourism industry which is one of the most dynamic economic activities in today's world plays a significant role in the sustainable development. Therefore, in addition to paying attention to tourism, sustainable tourism must be taken into huge account; otherwise, the environment and its health will be damaged irreparably. METHODS To determine the level of sustainability in this ...

This paper presents insights and action proposals to better harness technological innovation for sustainable development. We begin with three key insights from scholarship and practice. First, technological innovation processes do not follow a set sequence but rather emerge from complex adaptive systems involving many actors and institutions operating simultaneously from local to global scales....

In preparation for the UN Decade of Education for Sustainable Development, UNESCO communicated its conceptualization of education for sustainable development (ESD). This paper does not assume that UNESCO was ineffective in communicating its approach to ESD; rather, the premise is that UNESCO’s actual message was not well received by everyone, with some pushing back with alternative communicatio...