Related Approaches & Curricular Frameworks
How does the Global ESD design concept relate to different educational approaches and curricular frameworks used around the world?
Education for Sustainable Development (ESD) aims to promote specific competencies in students and teachers. Different competence frameworks have been developed by different actors. Broadly, the following overlapping areas of competence can be found across various frameworks:
- Competencies for critical, networked, and systems thinking: The ability to understand causal relationships, to analyze complex systems at multiple levels, to understand and evaluate multiple (possible, probable, and desirable) futures, to think across subject areas, and to apply what has been learned to similar and dissimilar contexts
- Ethical reflection competencies: The ability to understand and reflect on the norms, values, and beliefs underlying our own actions and engage perspective taking in regards to the actions of others, to judge the consequences of actions, and to manage risks and changes through ethical reflection and discourse
- Cooperation competencies: The ability to learn from others, to understand and respect the needs, perspectives and actions of others, to relate to them and to be sensitive to them, to deal with conflicts in a group and to enable collaborative and participatory problem solving
- Action competencies: The ability to reflect on one's role in the local community and (global) society, and to motivate oneself to work towards common goals on multiple levels of society
What does the GlobalESD design concept contribute to achieving these existing learning objectives of ESD?
These competencies require an understanding and awareness of the complex causes and consequences of human behaviors, including one's own behavior, from the level of the self to the level of global ecosystems and society. The GlobalESD approach therefore focuses on promoting the knowledge and skills underlying these competencies by framing core understandings and skills foundational for the ability to reflect on the causes and consequences human behavior across contexts.
In this way, the GlobalESD desgin concept is highly complementary to a diversity of educational approaches, adding new ideas and skills through our unique focus on transferable understandings of human evolution and behavior involved in important sustainability issues we face today.