TU Dublin and UNITAR (United Nations Institute for Training and Research)
The Sustainable Development Goals (SDGs) envision a future of social justice and economic prosperity within environmental limits, with education as an agent for transformation. Education for Sustainable Development (ESD) is premised on learning being repurposed from one with a primarily economic focus to one encompassing global citizenship, social responsibility and environmental stewardship. SDG 4.7 mandates higher education institutions to prepare graduates for this renewed purpose and is measured by the extent to which ESD is mainstreamed in higher education.
In line with these priorities, this call for papers (including original research articles, reviews, commentaries or reflections) for a special issue of the Irish Journal of Academic Practice is aimed at capturing pedagogical innovations, underpinning institutional strategy and capacity building across higher education that are contributing to SDG 4.7. We are particularly interested in articles that share lessons learned from emergent practices in ESD as well as contrasting views on the future direction of academic scholarship and professional practice, across the disciplines, in this field.
Special Issue Guest Editors
Process and Key Dates
Abstract submission due by 5pm on 27th November 2022, in the first instance. To submit, click on "Submit Article" on this page - you will be prompted to login or to create an account. In the first instance, please submit a 500 word abstract. Colleagues will be notified of decisions by Monday 5th December 2022. Colleagues who have been invited to submit full articles should do so by Friday 31st March 2023, when they will circulated for peer review. Publication of the special issue is expected in Summer 2023.
We are seeking abstracts for the following thematic areas:
- edagogical innovations for SDG 4.7, from sustainability literacy to sustainability leadership;
- embedding equality, diversity and inclusion for learner success;
- sustainability strategy in higher education – what does it look like and how is it manifested in our emerging education models?
- programmatic transformation - team focused approaches to embedding the Sustainable Development Goals in the curriculum
- authentic assessment for sustainable development
- building capacity - competencies for, professional development of, and communities of practice amongst educators for sustainability;
- emergent sectoral and disciplinary issues in areas such as STEM, the humanities; food; tourism; transport and supply chains; business, economics and finance; community development, etc.
- mobilizing young people - promoting behavioural change, activism and responsible citizenship through education experiences;
- integrating circular principles in higher education and its implications for curriculum design, pedagogy, resource allocation and organising
- framing sustainability as super wicked problems and interdisciplinary approaches to solving complex sustainability challenges.
- Reporting and Disclosures ~ navigating the complex sustainability intelligence landscape in higher education