Formation of sustainable development competencies in primary school children

Authors

  • Iryna Levchyk Foreign Languages Department, Faculty of Foreign Languages, Ternopil Volodymyr Hnatiuk National Pedagogical University, 2 Kryvonosa str., 46027, Ternopil, Ukraine
  • Hanna Chaikovska Department of Pedagogy and Methods of Primary and Preschool Education Faculty of Pedagogy and Psychology Ternopil Volodymyr Hnatiuk National Pedagogical University
  • Oleksandra Yankovych Kujawy and Pomorze University in Bydgoszcz (Poland), Faculty of Social Sciences, Law and Humanities
  • Iryna Kuzma Department of Pedagogy, Psychology and Inclusive Education Ternopil Regional Municipal Institute of Postgraduate Pedagogical Education vul. Hromnytskoho 1, Ternopil, Ukraine
  • Tetiana Rozhko-Pavlyshyn Department of Pedagogy and Methods of Primary and Preschool Education Faculty of Pedagogy and Psychology Ternopil Volodymyr Hnatiuk National Pedagogical University

DOI:

https://doi.org/10.15503/jecs2021.2.341.360

Keywords:

education for sustainable development, competences, primary education, methods of competencies formation

Abstract

Aim. The article provides a new solution to the problem of the formation of sustainable development competencies in primary school students. The objective of the article is to substantiate the method of forming sustainable development competencies in primary school students and to reflect it in the model.

Methods. The main research methods are observation, test, interview, questionnaire, analysis of media works, expert evaluation, and pedagogical experiment. A set of diagnostic tools has been specified.

Results and Conclusions. The efficiency of the developed technique has been proved with the results obtained from the experiment: the partnership of teachers, students and parents contributes to sustainability competencies formation; implementation of common areas of media education and education for sustainable development evidenced to feasibility of the research, namely: education in legal, economic aspects, creation of media products with a projection to sustainable development, learning critical perception of mass media information, sustainability goals orientation. Due to the introduction of the experimental methodology, the number of students with high (12.07%) and satisfactory (14.65%) levels of the key competencies in the field of sustainable development increased against the background of a decrease in the number of respondents with sufficient (12.93%) and low (13.79%) levels.

Originality. Emphasis is placed on the features of the designed methodology: application of partnership pedagogy and pedagogy of empowerment, integration of education for sustainable development with media education, compliance with a number of pedagogical conditions, forms and methods.

Downloads

Download data is not yet available.

Author Biographies

Iryna Levchyk, Foreign Languages Department, Faculty of Foreign Languages, Ternopil Volodymyr Hnatiuk National Pedagogical University, 2 Kryvonosa str., 46027, Ternopil, Ukraine

Candidate of Pedagogical Sciences, Associate Professor of the Foreign Languages Department, having over 15 years’ experience in teaching English for professional purposes at the faculty of Psychology and Pedagogics. She is interested in Education for Sustainable Development, also she studies Metacognition in ESL teaching and currently is involved in project activity related to the practical aspects of Inclusion in ESL Methodology.

Hanna Chaikovska, Department of Pedagogy and Methods of Primary and Preschool Education Faculty of Pedagogy and Psychology Ternopil Volodymyr Hnatiuk National Pedagogical University

Candidate of Pedagogical Sciences, Associate Professor of the Department of Pedagogy and Methods of Primary and Preschool Education, Vice Dean of the Faculty of Pedagogy and Psychology. She is author and co-author of scientific articles and conference presentations in the field of Education for Sustainable Development Goals, Environmental Education, Natural Sciences Teaching, Ecology Culture Formation.

Oleksandra Yankovych, Kujawy and Pomorze University in Bydgoszcz (Poland), Faculty of Social Sciences, Law and Humanities

Doctor of Pedagogical Sciences, Full Professor. Research interests cover the problems of preschool and primary education, history of pedagogy, future teacher training, development of educational technologies.

Iryna Kuzma , Department of Pedagogy, Psychology and Inclusive Education Ternopil Regional Municipal Institute of Postgraduate Pedagogical Education vul. Hromnytskoho 1, Ternopil, Ukraine

Candidate of Pedagogical Sciences, lecturer at the Department of Pedagogy, Psychology and Inclusive Education. She studies the issues of formation of media literacy of senior preschoolers and junior schoolchildren, as well as training kindergarten teachers and primary school teachers to carry out these activities.

Tetiana Rozhko-Pavlyshyn, Department of Pedagogy and Methods of Primary and Preschool Education Faculty of Pedagogy and Psychology Ternopil Volodymyr Hnatiuk National Pedagogical University

Candidate of Pedagogical Sciences, Associate Professor of the Department of Pedagogy and Methods of Primary and Preschool Education. She is author of scientific articles and research papers in the field of Education for Sustainable Development Goals, upbringing of preschool children and issues related to the professional realization of future educators of preschool education institutions

References

Benavot, A. (2014). Education for sustainable development in primary and secondary education. University at Albany-State University of New York. doi:10.13140/RG.2.1.1978.9283

Carm, E. (2013). Rethinking education for all. Sustainability, 5(8), 3447–3472.

Chaikovska, H. B. (2020). Професійна підготовка майбутніх учителів початкової школи на засадах сталого розвитку. [Professional training of future primary school teachers on the basis of sustainable development]. Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», 1(46), 138–142.

Chaikovska, H. B. (2021). Освіта для сталого розвитку в сучасній початковій школі: умови впровадження. [Education for sustainable development: Conditions of introduction], Pedagogical Almanac, 47, 50–58.

Dale, A., & Newman, L. (2005). Sustainable development, education and literacy. International Journal of Sustainability in Higher Education, 6(4), 351–362.

Glasser, H., & Hirsch, J. (2016). Toward the development of robust learning for sustainability core competencies. Sustainability, 9(3), 121–134. doi:10.1089/sus.2016.29054.hg.

Green, M., & Somerville, M. (2015). Sustainability education: Researching practice in primary schools. Environmental Education Research, 21(6), 832–845. doi:10.1080/13504622.2014.923382.

Grunwald, A. (2007) Working towards sustainable development in the face of uncertainty and incomplete knowledge. Journal of Environmental Policy and Planning, 9(3), 245-262.

Kioupi V., & Voulvoulis N. (2019). Education for sustainable development: A systemic framework for connecting the SDGs to educational outcomes. Sustainability, 11(21), 6104. doi:10.3390/su11216104.

Komasinski, A., & Ishimura, G. (2017). Critical thinking and normative competencies for sustainability science education. Journal of Higher Education and Lifelong Learning. 24, 21-37.

Matvieieva, O., Ovcharenko, N., Korchagina, A., Kuznetsova, O., & Grineva, V. (2019). Study of aspects facilitating “lifelong learning” competence development in high school students. Revista Romaneasca pentru Educatie Multidimensionala, 11(2), 180-197. doi:10.18662/rrem/124.

Ministry of Education and Science of Ukraine (2016). The New Ukrainian School. Conceptual principles of secondary school reform. Retrieved from https://mon.gov.ua/storage/app/media/zagalna%20serednya/Book-ENG.pdf.

Munkebye, E., Scheie, E., Gabrielsen, A., Jordet, A. N. N., Misund, S., Nergård, T. & Øyehaug, A. B. (2020) Interdisciplinary primary school curriculum units for sustainable development. Environmental Education Research, 26(6), 795-811. doi:10.1080/13504622.2020.1750568

Pometun, O. I. (2015). Педагогічні засади освіти для сталого розвитку в Українській школі. [Pedagogical foundations for sustainable development in Ukrainian school]. Ukrainian Pedagogical Journal, 1, 171-182.

Rauch, F., & Steiner, R. (2013). Competences for education for sustainable development in teacher education. Center for Educational Policy Studies Journal, 3(1), 9-24.

Rieckmann, M. (2012). Future-oriented higher education: Which key competencies should be fostered through university teaching and learning? Futures, 44(2), 127-135.

Summers, M., & Kruger, C. (2003). Teaching sustainable development in primary schools: Theory into practice. The Curriculum Journal. 14(2), 157-180. doi:10.1080/09585170302836.

Savchenko, O. Ya. (2021). Типова освітня програма [A typical curriculum]. Retrieved April 18, 2021 from https://mon.gov.ua/storage/app/media/zagalna%20serednya/programy-1-4-klas/2019/11/1-2-dodatki.pdf.

da Silva, A. W. P., Coelho, A. L. D. A. L., dos Santos, H. C. C., Neto, A. R. V., de Castro, A. B. C., & El-Aouar, W. A. (2020). Education principles and practices turned to sustainability in primary school. Environment, Development and Sustainability, 22(7), 6645-6670.

Steffen, W., Richardson, K., Rockström, J., Cornell, S. E., Fetzer, I., Bennett, E. M., Biggs, R., Carpenter, S. R., De Vries, W., De Wit, C. A., et al. (2015). Planetary boundaries: Guiding human development on a changing planet. Science, 347(6223), 1259855. doi:10.1126/science.1259855.

Szadzińska, E. (2017). Zrównoważony rozwój inspiracją dla zmian w edukacji wczesnoszkolnej. [Sustainable development as an inspiration for changes in high school education.]. Lubelski Rocznik Pedagogiczny, 36(1), 29-40.

Tkáčová, H., Pavlíková, M., Tvrdoň, M., & Jenisová, Z. (2021). The use of media in the field of individual responsibility for sustainable development in schools: A proposal for an approach to learning about sustainable development. Sustainability, 13(8), 4138. doi:10.3390/su13084138.

UNESCO (2021). Transforming our world: the 2030 agenda for sustainable development. Retrieved May 12, 2021 from https://www.un.org/ga/search/view_doc.asp?symbol=A/RES/70/1&Lang=E.

Vásquez, C., García-Alonso, I., Seckel M. J., & Alsina Á. (2021). Education for sustainable development in primary education textbooks – An educational approach from statistical and probabilistic literacy. Sustainability, 13(6), 3115. doi:10.3390/su13063115.

Wiek, A., Bernstein, M., Foley, R., Cohen, M., Forrest, N., Kuzdas, C., Kay, B., & Withycombe Keeler, L. (2016). Operationalizing competencies in higher education for sustainable development. In M. Barth, G. Michelsen, M. Rieckmann & I. Thomas (Eds.) Routledge Handbook of Higher Education for Sustainable Development (pp. 241-260). London and New York: Routledge.

Wiek, A., Withycombe, L., & Redman, C. L. (2011). Key competencies in sustainability: A reference framework for academic program development. Sustainability Science, 6(2), 203-218. doi:10.1007/s11625-011-0132-6.

Downloads

Published

2021-09-25

How to Cite

Levchyk, I., Chaikovska, H., Yankovych, O., Kuzma, I., & Rozhko-Pavlyshyn, T. (2021). Formation of sustainable development competencies in primary school children. Journal of Education Culture and Society, 12(2), 341–360. https://doi.org/10.15503/jecs2021.2.341.360

Issue

Vol. 12 No. 2 (2021): Journal of Education Culture and Society

Section

DYNAMICS

License

Copyright (c) 2021 Iryna Levchyk, Hanna Chaikovska, Oleksandra Yankovych; Iryna Kuzma ; Tetiana Rozhko-Pavlyshyn

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

CC-BY

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. All authors agree for publishing their email adresses, affiliations and short bio statements with their articles during the submission process.