Higher education in Central European countries - Critical factors for sustainability transition

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11690%2F17%3A10338213" target="_blank" >RIV/00216208:11690/17:10338213 - isvavai.cz</a>

Výsledek na webu

<a href="http://www.sciencedirect.com/science/article/pii/S0959652616311477" target="_blank" >http://www.sciencedirect.com/science/article/pii/S0959652616311477</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1016/j.jclepro.2016.08.022" target="_blank" >10.1016/j.jclepro.2016.08.022</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Higher education in Central European countries - Critical factors for sustainability transition

Popis výsledku v původním jazyce

Progress towards incorporating sustainability concerns into the curricula and management of higher education institutions has been sluggish in the former socialist states of Central Europe. A question has been raised in this article about the specifics of this region where the situation in six of these countries (Czech Republic, Hungary, Poland, Serbia, Slovakia, Slovenia) was explored. To characterize sustainability changes in higher education institutions and develop a comparative overview of leading concepts, the &apos;conceptual framework analysis&apos; qualitative method was used. A review and critical reflection of the current situation in the countries in question provided insight into commonalities or differences at national level and overall trends in the region; this information was structured, categorized, interpreted and embedded in a theoretically underpinned framework. On this basis, &apos;critical transition factors&apos; were identified which helped to understand sustainable development policies at the higher education level, the driving forces behind institutional changes, and ongoing processes and their outcomes in the observed countries. These factors show a temporal hierarchy representing various stages of transition from environmental awareness to an understanding of the ambiguous term &apos;education for sustainable development&apos;, and more pragmatic approach where education is closely linked to green campus initiatives. The explored countries have mostly reached the lower transition stages. Constructivist, transdisciplinary approaches that underpin a focus on competences as a practical pre-requisite of democratic, sustainability oriented teaching, is greatly lacking in the region. The transition factors can be treated as concepts in the authors&apos; explanatory framework which is adjusted to each national context; its relevance for ESD transition processes can be generalised beyond the countries described in this article.

Název v anglickém jazyce

Higher education in Central European countries - Critical factors for sustainability transition

Popis výsledku anglicky

Progress towards incorporating sustainability concerns into the curricula and management of higher education institutions has been sluggish in the former socialist states of Central Europe. A question has been raised in this article about the specifics of this region where the situation in six of these countries (Czech Republic, Hungary, Poland, Serbia, Slovakia, Slovenia) was explored. To characterize sustainability changes in higher education institutions and develop a comparative overview of leading concepts, the &apos;conceptual framework analysis&apos; qualitative method was used. A review and critical reflection of the current situation in the countries in question provided insight into commonalities or differences at national level and overall trends in the region; this information was structured, categorized, interpreted and embedded in a theoretically underpinned framework. On this basis, &apos;critical transition factors&apos; were identified which helped to understand sustainable development policies at the higher education level, the driving forces behind institutional changes, and ongoing processes and their outcomes in the observed countries. These factors show a temporal hierarchy representing various stages of transition from environmental awareness to an understanding of the ambiguous term &apos;education for sustainable development&apos;, and more pragmatic approach where education is closely linked to green campus initiatives. The explored countries have mostly reached the lower transition stages. Constructivist, transdisciplinary approaches that underpin a focus on competences as a practical pre-requisite of democratic, sustainability oriented teaching, is greatly lacking in the region. The transition factors can be treated as concepts in the authors&apos; explanatory framework which is adjusted to each national context; its relevance for ESD transition processes can be generalised beyond the countries described in this article.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

<a href="/cs/project/GA14-36005S" target="_blank" >GA14-36005S: Kompetence jako základ inovací a zvyšování kvality ve vysokoškolském vzdělávání (pro udržitelný rozvoj)</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2017

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Journal of Cleaner Production

ISSN

0959-6526

e-ISSN

—

Svazek periodika

151

Číslo periodika v rámci svazku

May 10 2017

Stát vydavatele periodika

US - Spojené státy americké

Počet stran výsledku

15

Strana od-do

670-684

Kód UT WoS článku

000399624000055

EID výsledku v databázi Scopus

2-s2.0-84996486458