Implementation of SDGs in Japanese University Teaching

日本大学教学中SDGs的实施

• 批准号: 21K20241
• 负责人: Bosio Emiliano
• 金额: $ 1.16万
• 依托单位: Toyo University
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Research Activity Start-up
• 财政年份: 2021
• 资助国家: 日本
• 起止时间: 2021-08-30 至 2024-03-31
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/en/grant/KAKENHI-PROJECT-21K20241/
• 关键词: SDGs; 高等教育; 教育学; カリキュラム; Global Education; Higher Education; Japan

This research found that several universities cite the SDGs in their mission statements and/or as an outcome of liberal education and internationalization efforts. Teachers located in Japan strive to prepare students to address the issues identified in the SDGs (e.g., Quality Education and Gender Equality) within the context of Japanese HE. The values and knowledge they intend to foster in their students is often connected to three areas of interest: global citizenship, sustainable development, and climate change. In addition, inquiry-based learning (IBL) emerged as the main approach employed by the teachers. Other findings revealed that it is sometimes a challenge for teachers to discuss complex issues in the classroom (e.g., climate, sustainability, natural habitat, consumption, production. The study indicates the importance of partnership and collaborative teaching and learning for reflection of global sustainability issues in local and global platforms. A final element emerging from this research relates to a main criteria for embedding the SDGs in curricula. This is related to understanding how professional activity contributes or affects the sustainable development of the society.

这项研究发现，几所大学在其使命声明中引用了可持续发展目标，并/或将其作为自由教育和国际化努力的成果。日本的教师努力让学生做好解决可持续发展目标中确定的问题的准备（例如，素质教育和性别平等）。他们打算在学生中培养的价值观和知识通常与三个感兴趣的领域有关：全球公民，可持续发展和气候变化。此外，研究性学习（IBL）成为教师采用的主要方法。其他调查结果显示，有时教师在课堂上讨论复杂的问题是一个挑战（例如，气候、可持续性、自然栖息地、消费、生产。研究表明，伙伴关系和协作教学对于在地方和全球平台上反映全球可持续性问题具有重要意义。这项研究中出现的最后一个要素涉及将可持续发展目标纳入课程的主要标准。这与了解专业活动如何促进或影响社会的可持续发展有关。