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TECHNOLOGY-BASED IMPROVEMENT OF EDUCATION FOR SUSTAINABLE DEVELOPMENT
E.Y. Nogteva
Transition to sustainable development requires that people realize the relationship between economic, social and environmental challenges and are able to implement the principles of this relationship in their professional activity and everyday life on the basis of a new culture — the culture of sustainable development. Therefore, it is necessary to improve the education system in such a way as to address this global problem effectively.
When implementing education for sustainable development (hereinafter ESD), it is important to determine the personal qualities, abilities and skills that learners will need for implementing the concept of sustainable development. In our opinion, these include: (a) acceptance of environmental and social values; (b) respect for diversity in nature and society; (c) the ability to apply existing knowledge in various life situations; (d) the ability to apply systemic, critical and creative thinking; (e) the ability to analyze changes in the environment, anticipate consequences of such changes and take responsibility for them by understanding integrity and relationships in the social and natural environment; and (f) cooperation skills in problem-solving. These issues can be tackled if we develop learning technologies that will enable us to design, forecast and manage the learning process in accordance with the conceptual ideas and objectives of ESD. Therefore, learning technologies become a necessary toolkit of ESD. They have huge potential for achieving the goals of sustainable development by preparing young people for independent living, ensuring that have a high degree of personal maturity and can solve problems with a focus on environmental and social values, and are capable of critical judgment.
Let us consider the contribution of different types of learning technologies and their characteristics to the goals and objectives of ESD.
Learning technologies designed to develop value orientations. Values are the key component of the content of ESD, a benchmark for choosing goals of activity and defining standards and rules of behavior in the socio-natural environment. In the context of sustainable development ideas, the learning process is aimed at developing in learners a willingness and an ability to: (a) understand the humanistic value of sustainable development ideas; (b) evaluate events, statements, their own and others' behavior from the perspective of environmental ethics, and the balance of environmental, economic and social interests; (c) sensibly cope with situations that require a moral choice; and (d) anticipate possible (environmental, economic and social) consequences of their own activities in the environment [1]. Sustainable development is a process that is totally based on the spiritual quality of individuals and directly dependent on their thoughts and acts. The spirituality and world outlook of individuals are driven by the developed consciousness which is improved through education.
Learning technologies designed to develop systemic, creative and critical thinking. The mission of ESD is to ensure in learners the ability to perceive the world from the perspective of multiple factors and from different angles. The ability
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to think productively has always been considered as one of the highest qualities of man. In the modern context, everyone has to have this ability. Systemic, critical and creative thinking represents a set of cognitive skills, and the individuals who possess them can: (a) deal with growing and constantly updated information in different areas of knowledge and are able to distinguish between important and unimportant information; (b) substantiate their point of view and take into account the points of view of others; (c) assess the origin of knowledge, its reliability and credibility; and (d) take into account the diversity of views of an issue and give due consideration to the context of any information, problem, situation, etc. [3]. The development of systemic, critical thinking and attitudes toward life is a prerequisite for activities that benefit sustainable development.
Learning technologies designed to establish the foundations of project and model activities. In the course of project activities, environmental, social and economic problems are considered from different perspectives: (a) the level of their manifestation (global, regional, local); (b) cultural and historical examples; (c) acquired socio-cultural experience; and (d) interest in addressing environmental and socio-economic problems of the different participants. Courses of action necessary to meet project objectives encompass all phases of the learning cycle, in particular the intellectual, emotional, motivational, volitional, communicative and organizational qualities of individuals [1]. ESD requires refocusing from providing knowledge to investigating problems and finding possible solutions. Thus, ESD preserves the traditional focus on teaching individual subjects, and at the same time opens up opportunities for multi-dimensional and cross-disciplinary analysis of real life situations. It is important to ensure that learners acquire appropriate knowledge about sustainable development and are aware of the impact of decisions that are contrary to sustainable development [2].
Learning technologies designed to provide interactivity and cooperation between actors of the educational process. Interactive learning is a method of cognition implemented by participants of the educational process collaborating, interacting with each other, exchanging information, jointly tackling environmental, economic and social problems, simulating situations, evaluating their own behavior and the actions of the other participants, and becoming immersed in an atmosphere of business cooperation for resolving problems arising from the social and natural environment. Interactivity enables a person to: (a) learn to act in the framework of agreed goals and objectives; (b) coordinate their actions with partners and to learn to live together (cooperation, compromise); and (c) develop themselves.
ESD develops and enhances personal potential, enabling individuals to make their own judgments and choices for the benefit of sustainable development. It can help change views, enabling people to make the world safer, healthier and more prosperous, thereby improving the quality of life. At present, the technology-based improvement of the ESD system means a civilizational challenge. There is no doubt that countries that have met this challenge have come closer to the practical implementation of sustainable development ideas, and outcomes representing the improvement of the foundations of education significantly strengthen mankind and contribute to its balanced development.
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References
1. Захлебный А.Н., Дзятковская Е.Н. Развитие общего экологического образования в России на современном этапе //Россия в окружающем мире - 2008. Устойчивое развитие: экология, политика, экономика: аналитический ежегодник. - М.: Изд-во МНЭПУ, 2008.-С.144-170.
2. Образование в интересах устойчивого развития в международных документах и соглашениях. - М.: «ЭКО - Согласие», 2005.
3. Современные образовательные технологии: учеб. пособие / под ред. Н.В. Бордовской. - М.: КНОРУС, 2010.
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