Titlebook: Educational Response, Inclusion and Empowerment for SDGs in Emerging Economies; How do education sys Mustafa Öztürk Book 2022 The Editor(s)

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https://doi.org/10.1007/978-1-349-24417-1hai, China. This process has taken a decade and occurred in three main periods. In the first period, the integration was mainly related to the environmental domain based on the characteristics of the curriculum in Hongqiao Kindergarten, and it served to enrich the traditional environmental education

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https://doi.org/10.1057/9780230618299f positive benefits in the lives of children, their families and the surrounding community. However, accessible and affordable materials for teachers to utilise in their classrooms are scarce, leaving teachers with additional work to add to their already heavy workload. Recognising this challenge, t

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ng Education for Sustainable Development at the pre-school level with an emphasis on Global Citizenship Education and the SDGs. Described as a successful partnership between innovative Mexican educators, who are from an education system with a commitment to civics education and educational reforms,

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https://doi.org/10.1007/978-3-031-53692-2tions of people meet in order to carry out actions to promote their objectives related to human rights, environmental protection, sustainability, or any other topic of social or public interest. This chapter aims to publicize the role of the Mexican citizen networks, as a space of non-formal environ

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https://doi.org/10.1057/9780230118881believe that the connection between Education for Sustainable Development and public change in behavior and action will become more prevalent when students are afforded personal community-based connections to the environment. In this chapter, we discuss how the framework of Critical Environmental Ag

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