Titlebook: Whole School Approaches to Sustainability; Education Renewal in Arjen E.J. Wals,Birgitte Bjønness,Ingrid Eikeland Book‘‘‘‘‘‘‘‘ 2024 The Edi

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Students’ Deliberation on ‘Greening’ the School’s Energy Supply: A Case Discussed from a Whole Schooesearch project that investigates students’ deliberative communication when they work with an inquiry project. The project aimed at enabling ‘green transitions’ by inquiring the school’s energy system and thus strengthening the students’ technology awareness. While handling technology as part of edu

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A Whole School Approach Towards Sustainability: Assessing the Implementation of a School Programme “ and use different instruments to evaluate the impact of a WSA approach towards waste management and sustainability in Spanish schools. The first instrument is an app that was designed to track the waste generated in different classrooms informing us on the efficiency of the program in terms of wast

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Book‘‘‘‘‘‘‘‘ 2024tized in the United Nations’ Agenda 2030 under SDG 4.7. There is a growing awareness that treating concepts such as global citizenship, sustainable development, climate urgency, and health and well-being as separate subjects or topics to be added to a curriculum is ineffective as they are highly int

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Accelerating Change-Making: Reflections on Embedding Regenerative Practices in School Climate Actioniscussion of shared approaches across the schools that we noted as important—including regenerative practice as a paradigm shift—for moving schools along climate action pathways and whole school journeys as well as shared challenges and emerging opportunities.

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2523-3084 ach to educational innovation that spans different levels of.In response to urgent global sustainability challenges, Education for Sustainable Development (ESD) and Global Citizenship Education have been prioritized in the United Nations’ Agenda 2030 under SDG 4.7. There is a growing awareness that

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How can a Whole School Approach to Sustainability be Inclusive to All Learners? at work in schools, on the one hand, and identifying suitable pedagogical approaches that support more inclusive education, on the other. To this end, 11 experts with different backgrounds and perspectives in relation to inclusive education were interviewed. This chapter illustrates how WSAs can be designed to include all learners.