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Systematic Review of Education for Sustainable Development at an Early Stage: Cornerstones and Pedagogical Approaches for Teacher Professional Development

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  • Martín Bascopé

    (Campus Villarrica, Pontificia Universidad Católica de Chile, Villarrica 4930445, Chile)

  • Paolo Perasso

    (Centro de Desarrollo Local, Educación e Interculturalidad (CEDEL UC), Pontificia Universidad Católica de Chile, Villarrica 4930445, Chile)

  • Kristina Reiss

    (School of Education, Technical University of Munich, 80333 Munich, Germany)

Abstract

During recent decades, education for sustainable development (ESD) has been under the scope of the international community, but research in ESD for early childhood education (ECE) is still scarce. This article proposes a procedural framework for the implementation of teacher professional development opportunities in the area. During the first phase, we undertook a systematic review of peer-reviewed articles on ESD for ECE ( n = 30). After an expert committee revision of the articles reviewed, three cornerstones (scientific action-integrated, community-based and value-oriented scopes) and three sets of suitable pedagogical approaches (art-based, outdoor-based and project-problem-based) were identified. The review was enhanced by an unsystematic review of articles ( n = 26) that specifically referred to the cornerstones and approaches. Finally, a double-blind expert coding and categorization of the articles ( n = 56) was performed in order to validate the results. Focusing on guidelines and approaches, different examples found in the literature are presented. This review offers a useful framework to understand and practice ESD in ECE. Unlike previous reviews, it has a practical scope to foster innovative teacher professional development opportunities, inspire teachers and inform policy makers. We conclude with some common challenges and the needs for educational systems to foster science-based citizenship education towards sustainable development in a practical way, fostering agency from an early stage to transform local context, creating global awareness of the environmental, social and economic challenges of the 21st century.

Suggested Citation

  • Martín Bascopé & Paolo Perasso & Kristina Reiss, 2019. "Systematic Review of Education for Sustainable Development at an Early Stage: Cornerstones and Pedagogical Approaches for Teacher Professional Development," Sustainability, MDPI, vol. 11(3), pages 1-16, January.
    • Handle: RePEc:gam:jsusta:v:11:y:2019:i:3:p:719-:d:201927
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    References listed on IDEAS

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    1. Natalia Eernstman & Arjen E.J. Wals, 2013. "Locative Meaning-making: An Arts-based Approach to Learning for Sustainable Development," Sustainability, MDPI, vol. 5(4), pages 1-16, April.
    2. Katja Brundiers & Arnim Wiek, 2013. "Do We Teach What We Preach? An International Comparison of Problem- and Project-Based Learning Courses in Sustainability," Sustainability, MDPI, vol. 5(4), pages 1-22, April.
    3. Caradonna, Jeremy L., 2014. "Sustainability: A History," OUP Catalogue, Oxford University Press, number 9780199372409.
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    14. M. Isabel Sánchez-Hernández & Juan José Maldonado-Briegas, 2019. "Sustainable Entrepreneurial Culture Programs Promoting Social Responsibility: A European Regional Experience," Sustainability, MDPI, vol. 11(13), pages 1-19, July.
    15. Isabel Montiel & Asunción M. Mayoral & Jose Navarro Pedreño & Silvia Maiques, 2019. "Acoustic Comfort in Learning Spaces: Moving Towards Sustainable Development Goals," Sustainability, MDPI, vol. 11(13), pages 1-18, June.
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    17. Rita Parmawati & Fadli Mulyadi & Rosyani Rosyani & Suaedi Suaedi & Yunikewaty Yunikewaty, 2023. "The Role of Environmental Education and Green Supply Chain Practices in Achieving Sustainable Development: Evidence from Indonesia," International Journal of Energy Economics and Policy, Econjournals, vol. 13(1), pages 421-430, January.
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