E3S Web Conf.
Volume 169, 2020Actual Problems of Ecology and Environmental Management: Cooperation for Sustainable Development and Environmental Safety (APEEM 2020)
|Number of page(s)||6|
|Section||Environmental Psychology, Law, Education|
|Published online||19 May 2020|
Comparative analysis of the application of educational technologies for sustainable development
Peoples’ Friendship University of Russia (RUDN University), Department of Psychology and Pedagogy, 117198, 6 Miklukho-Maklaya Street, Moscow, Russia
* Corresponding author: firstname.lastname@example.org
It must be admitted that education is the necessary requirement, and educational technologies are the important tools of implementation for sustainable development. This study is based on a comparative and pedagogical approach. Having used the content analysis method we have considered the data of national reports (2018) from 31 countries on implementing the Strategy of education for sustainable development (ESD) of UNECE (sub-indicator 2.1.3) and defined pedagogical technologies applied at different levels of formal, non-formal and informal education. Besides, the rating of technologies according to the frequency of their usage for 0–8 levels has been made. The revealed differences we explain by age-related psychological features of students and pupils, as well as the national peculiarities of educational systems. Moreover, a brief overview about additional educational technologies and methods that are outside the framework of the current ones (non-formal and informal education in particular) has been prepared. The results of experts’ survey in Russian Federation carried out in 2019 have been introduced. The general evaluation of progress in the field of ESD with the 3-point scale (0.7; in progress) and estimation of indicator 2.1 (0.9; in progress) has been defined. We also characterised the revealed educational-methodical achievements.
© The Authors, published by EDP Sciences, 2020
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