Recently, the network ‘Environment and School Initiatives’ (ENSI) has published a new book entitled ‘Research and Innovation in Education for Sustainable Development. Exploring collaborative networks, critical characteristics and evaluation practices’. ENSI is an international network of educational partners, and this book is one of the outcomes of the European project CoDeS, Collaboration of Schools and Communities for Sustainable Development (2011-2014, for the other outcomes of CoDeS, click here). The objective of the book is to provide practical and collaborative experiences in research and innovation in Education for Sustainable Development (ESD).

The book is divided into four parts. Part I. is devoted to networks and collaboration approaches for ESD, and opens with a chapter on the ENSI-network, which has been active in the field environmental education (EE) and ESD for thirty years. The second chapter focuses on an example of a strong and mature national network for ESD, the Austrian network “Ecologising Schools” (ECOLOG), while the third chapter provides insights into the process of initiating a new national network: WEEC-Italy. Chapter 4 describes the added value of the global network of the Regional Centres of Expertise on ESD, through a focus on the Asia-Pacific region. Chapters 5 and 6 examine collaborative approaches between different partners, with case studies of an intergenerational dialogue in Austria and a local initiative focused on waste management in Italy.

Part II. explores critical characteristics in ESD. Chapter 7 reflects on what happens when ESD does not produce the results we expect or want. Chapter 8 focuses on the role of education in times of uncertainty and the necessity of integrating knowledge uncertainty into the learning process. Chapter 9 provides an interesting study of ESD in remote communities, and makes a call to introduce place-based and place-conscious pedagogies in teacher education. Chapter 10 looks at the different possibilities of competences for sustainable development in higher education. Chapter 11 further elaborates on this topic and provides insights in how to enhance young people’s competences to contribute to the sustainability transition. Chapter 12 provides a case study in which local ecological knowledge is valued and integrated in urban schools in Malaysia.

Part III. is oriented towards the connections between education and research for sustainable development. Chapter 13 opens the debate by reflecting on ‘committed’ research into ESD, and the challenges it poses to different stakeholders. Chapter 14 provides a case study in which collaborative approaches among researchers were encouraged in the ENSI network. Chapter 15 explores the role of transdisciplinarity in research and ESD, as a possibility to deal with multifaceted and complex sustainability issues. Chapter 16 describes an example of a change process for sustainability in higher education, and the role of the critical friend in this process. Part III concludes with chapter 17 exploring sustainability concepts in master and PhD theses in a Korean graduate school.

Part IV. provides insights into different evaluation and assessment approaches to ESD activities. Chapter 18 looks at ESD programmes and the evaluation in line with values inherent to ESD. Chapter 19 connects the evaluation of sustainability aspects to science education programs. Chapter 20 provides a comparative evaluation of the approaches in ESD integration in Polish and English schools. Chapter 21 looks at the analysis of evaluative discourse regarding ESD projects. The final chapter, 22 provides a case in which a formative model to promote professional skills in ESD is assessed.

Full reference of the book (click on the title to download):

Lambrechts, W., Hindson, J. (eds., 2016). Research and Innovation in Education for Sustainable Development. Exploring collaborative networks, critical characteristics and evaluation practices. Environment and School Initiatives – ENSI, ZVR-Zahl 408619713, Vienna, Austria.

To download separate chapters of this publication, click here.

Website ENSI: www.ensi.org