The Change Project Approach as an Action Research Strategy to Nurture Professional and Curriculum Development in Education for Sustainable Development in Higher Education.

CHANGE PROJECT APPROACH KOT STRATEGIJA AKCIJSKEGA RAZISKOVANJA ZA SPODBUJANJE STROKOVNEGA IN KURIKULARNEGA RAZVOJA NA PODROČJU IZOBRAŽEVANJA ZA TRAJNOSTNI RAZVOJ V VISOKEM ŠOLSTVU. (Slovenian)

There is an ever-increasing demand for a different educational approach to address the challenges of sustainable and equitable development that matches the pace of global change. This paper will highlight the urgency for quality and relevance in education as a response to the current global dysfunction. It will show why and how the role of education needs to change to confront 21st-century global challenges by integrating Education for Sustainable Development (ESD) into higher education. Findings emerging from cycles of participatory action research surveys and interviews established that the Baltic University Programme (BUP) ESD Course has complemented efforts to meet these challenges in three areas: access to an emerging ESD community of practice, upholding the quality of work and supporting continuing professional development. However, despite making an important contribution, the course still falls short of the ultimate ESD aim: to transform transmission education into lifelong learning experiences. [ABSTRACT FROM AUTHOR]

Vse več je povpraševanja po drugačnem izobraževalnem pristopu k izzivom trajnostnega in pravičnega razvoja, ki bi ustrezal hitrosti spreminjanja okoliščin. Prispevek poudarja nujnost zagotavljanja kakovosti in ustreznosti izobraževanja kot odziva na trenutno globalno disfunkcijo. Pokaže, zakaj in kako se mora z vključevanjem izobraževanja za trajnostni razvoj v visoko šolstvo spremeniti vloga izobraževanja, če se želimo soočiti z globalnimi izzivi 21. stoletja. Ugotovitve, ki izhajajo iz participativnih akcijskih raziskav in intervjujev, so pokazale, da je baltski univerzitetni program VITR pripomogel k reševanju teh izzivov na treh področjih: dostop do nastajajoče skupnosti prakse VITR, ohranjanje kakovosti delovanja in podpora stalnemu strokovnemu razvoju. Kljub pomembnemu prispevku pa program še vedno ne dosega končnega cilja izobraževanja za trajnostni razvoj, tj. preoblikovanja transmisijskega izobraževanja v vseživljenjsko učenje. [ABSTRACT FROM AUTHOR]

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