|Author||Angelica Risquez, Martin Fitzgerald|
|Abstract||Many of the jobs in the future have not been invented yet. How therefore does an educational system prepare learners for such a future? What skills/attributes will the teacher of tomorrow need to deliver effectively in this environment? How shall we know this teacher and what type of teaching and learning world will he or she inhabit? (Fitzgerald, 2016). Sustainable development cannot be achieved by technological solutions, political regulation or financial instruments alone. We need to change the way we think and act. Education for Sustainable Development (ESD) is about enabling us to constructively and creatively address present and future global challenges and create more sustainable and resilient societies. This requires quality education and learning for sustainable development at all levels and in all social contexts, and even more so, in Higher Education. ESD requires participatory teaching and learning methods that motivate and empower learners to change their behaviour and take action for sustainable development. ESD consequently aims to promote competencies like critical thinking, imagining future scenarios and making decisions in a collaborative way (UNECE, 2005). In order to address this challenge, there are three different dimensions to consider:
Human sustainability in teaching: includes elements such as resilience, wellbeing, emotional intelligence and the role of personality and gender as a teacher.
Educational sustainability: comprehends open pedagogies, your legacy as a teacher, engagement with communities and society, and lifelong learning (including digital capacity)
Social and environmental education: gathers these issues within each ecological environment and with reference to our contribution to society as educators
|Keywords||Educational sustainable development, open and creative pedagogies, human development, lifewide education|
|Published In||ICEP Proceedings|