In: Frontiers in Education, 2021, p. p. 1-12
The current state of the planet poses challenging ethical questions that shake up our emotions and values, thus making our choices and decisions more difficult. In order to grasp the many complex issues with which we are each confronted on a daily basis, education in sustainable development (ESD) advances competencies (Unesco, 2017) that are rooted in both cognitive and socio-emotional...
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In: Education relative à l'environnement, 2020, p. 1-19
Although sustainable development has succeeded in penetrating the economy, and most school curricula incorporate education on the subject, almost 30 years later, it is clear that mass extinction, pollution, social disparities, ecological disasters and overexploitation are our daily fare. Can this counterproductive and alarming result possibly be attributed to a concept that has appeased our...
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In: Paradigms, Models, Scenarios and Practices for Strong Sustainability, 2020, p. 397-406
Self-confidence is the driving force behind learning. But does it not also underlie the ability to make strong and courageous decisions when faced with various challenges? With the aim to provide an education for sustainable development and ecological transition, or even an education on the state of our planet, to what extent do academic evaluation systems prevent pupils from developing the...
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In: L’interdisciplinarité à l’école, succès, résistance, diversité, 2019, p. 231-255
The Plan d’études romand (PER) is formulated from action verbs such as explore, observe, construct, analyze… and does not define an accumulation of knowledge. The evaluations at school are still too often based on memory. Therefore, how could we propose a more appropriate assessment based on skills considered to be essential to a 21st century student? This article introduces four types of...
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In: AGU Advancing Earth and Space Science, 2020, vol. 8, no. 7, p. 1-5
Integrated assessment models (IAMs) are commonly used by decision makers in order to derive climate policies. IAMs are currently based on climate‐economics interactions, whereas the role of social system has been highlighted to be of prime importance on the implementation of climate policies. Beyond existing IAMs, we argue that it is therefore urgent to increase efforts in the integration of...
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In: Social Science Learning Education Journal, 2019, vol. 4, no. 11, p. 43-51
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In: Ecole changer de cap!, 2019, p. 1-10
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In: Ecole changer de cap!, 2019, p. 1-7
Un projet interdisciplinaire mêlant éducation au développement durable, éthique et travaux manuels : que peut-il apporter aux étudiants, futurs enseignants primaires ?
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In: Progress in Science Education (PriSE), 2019, vol. 2, no. 1, p. 36-44
Autour de ressources originales proposant d’aborder les grandes questions environnementales, sociales et économiques de notre époque au travers d’une pédagogie de projet, nous cherchons à développer les compétences des élèves, dont leur capacité à gérer leur propre apprentissage. Pour ce faire, des grilles d’autoévaluation leur sont proposées, mises en correspondance avec des...
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In: International Journal of Humanities and Social Science, 2019, vol. 9, no. 1, p. 1-14
If the implementation of Education for Sustainable Development national educational policies and strategies has taken place in a context in whichEnvironmental Education was already well established, it has been widely institutionalized by the United Nations Decade of Education for Sustainable Development. a UNESCO programme. The aim of ESD is to encourage changes in education so that it can ...
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