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Lwin, Bo; Lane, Andy and Slater, Rachel
(2024).
DOI: https://doi.org/10.22492/issn.2435-5240.2024.15
Abstract
Education for sustainable development (ESD) is an important feature of the Sustainable Development Goals, being explicitly mentioned as part of SDG4 dealing with education. While ESD needs to be embedded in all levels and types of education, its conceptualisation and implementation has been particularly driven by academics and the higher education institutions (HEIs) they work in. The Talloires declaration, the Green Campus movement and the UNESCO supported competencies for sustainable development are but a few of the many international developments in this area. However, these international activities also run the risk of embedding conceptions and approaches arising from developed countries that ignore the traditions and cultures of developing countries, countries which themselves may have a diverse set of traditions and cultures. In addition, the nature and scale of the HEIs within any country provide yet more diversity to account for when looking at the principles, policies and practices they might adopt. Myanmar is one such developing country with a diverse population that has also been subject to a distressing political and cultural history. This paper reports on the findings of a doctoral study that used models from the literature to help investigate what graduates from Myanmar HEIs and key informants saw as important for the sustainable future of Myanmar. It discusses activities and approaches that HEIs could use to integrate ESD into their work, and the changes to educational policy and practice within Myanmar's HEIs considered necessary to achieve a more sustainable future for Myanmar.
CORE (COnnecting REpositories)
CORE (COnnecting REpositories)
