Title of the Paper: Perspective on Creating an Ecosystem to be Self-Sustainable By Dr. Swati Sharma

Abstract

Mission Life aims to make a real difference in the world we live in. Environment protection and preservation of natural resources for future generations are very vital for survival of mankind on Earth. Persistent endeavor for modernization and unrestricted exploitation of resources provided by mother nature has led to drastic repercussions. Nature fury and unheard catastrophes are a regular feature nowadays. Discarding old habits and attitudes for a higher goal has gained immense importance. Relinquishing the notion, that, eco-conscious living involves giving up on our everyday conveniences. This is the right time of finding innovative ways to adopt a green lifestyle that protects our planet and helps our local communities thrive. India has initiated and is taking preemptive measures in this direction. The mission Life, an initiative of Government of India, envisages holistic progress and prosperity of nation by creating such citizens who are sensitive towards environmental protection and preservation. It envisages adopting and promoting environment-friendly lifestyles.

Keywords: eco-conscious living, catastrophes, mission life, holistic progress, environment friendly lifestyles

[embeddoc url="https://www.cjoe.naspublishers.com/wp-content/uploads/2024/01/Swati-Sharma.pdf" download="all"]

A Step Towards sustainability: Theme Based Teaching By Ms. Anjana Tawani

Abstract

Theme-based teaching is a valuable approach in education that contributes to sustainability in various ways. This teaching approach organises instructions incorporating themes which allows students to gain deeper understanding about sustainability. Thematic unit approach and Integration of Themes in subject specific content are the two ways of incorporating Theme Based Teaching in the classroom.

Thematic unit approach, curriculum organised in relation to sustainability, social justice, cultural diversity, or any other important topic. On the other hand, Integration of Themes in subject specific content links subjects to existing subject-specific content. Teachers can connect various themes, such as water conservation, essay writing, and data analysis, to sustainability themes. For instance, a Hindi poetry on “EK BOOND” can be linked to water conservation, while a history class unit on fundamental rights can be correlated with social justice or equality. In commerce, business services can be connected to energy efficiency technologies or environment protection. Both approaches offer valuable opportunities to instil critical thinking, and values related to sustainability in students. The choice between Thematic unit approach and Integration of Themes in subject specific content depends on the school’s curriculum structure and educational philosophy.

Keywords: sustainability, theme-based teaching approaches, integrated theme- based instructions,completely theme-based instruction

[embeddoc url="https://www.cjoe.naspublishers.com/wp-content/uploads/2024/01/Anjan-Tiwani.pdf" download="all"]

Role of Education for Addressing Sustainability By Mrs. Shubhangi Kore,

Abstract

Present paper aims at to discuss the role of education for addressing sustainability. Sustainable development has to hold a stability among social needs and environmental preservation while simultaneously advancing the economy. When we think of Sustainable development, education is an important area which can pave the way to achieve the desired goal of it. Therefore, education and research and innovation in this area can play an important role. SD isn’t a brand-new idea to the world. The United Nations decade for schooling (DESD, 2005-2014) has endorsed progressive tactics in schooling that allows you to make a contribution to the societal extrude in the direction of sustainability. Education especially Higher Education in India has undergone a significant change in the recent past. Many trends are emerging in the key areas of education and higher education. Present paper has shown the necessary ways for Sustainable Development and they are recognized through education. Education acts as a vital device of attaining Sustainable Development. Thus, quality education oriented towards the values and skills of sustainability should be promoted.

Keywords: sustainability, education, pedagogy, curriculum, textbook

[embeddoc url="https://www.cjoe.naspublishers.com/wp-content/uploads/2024/01/Shubhangi.pdf" download="all"]

Higher Education for Sustainability: A Global Perspective By Ms. Sweety Singh

Abstract

The present study aims to study the essential role of higher education institutes in sustainability. Higher education organizations have an essential act in sustainability. They are key powers in the education of future directors that will cause the profitable Sustainable Development Goals (SDGs) exercise. Higher education plays a crucial duty in forming the psychology and nature of future officers, which in proper sequence has a meaningful effect association’s ability to solve these aims. The geopolitics of SDGs in this place of implementation is very miscellaneous, but it is clear that university organizations donate certainly to creating a psychology that speeds the distribution of SDG standards. This perspective paper studies the impacts of the university on sustainability and the challenges and obstacles that guide this process. Higher education provides decisively to the SDGs exercise, but particularly to Goal 1 (end want fully its forms far and wide), Goal 3 (guarantee athletic lives and advance welfare for all at all ages), Goal 5 (masculine similarity), Goal 8 (appropriate work and business-related growth), Goal 12 (mature use and result), Goal 13 (trend change) and Goal 16 (harmony, justice, and forceful organizations). As a life-changing power, the higher education subdivision has an overwhelming effect on undergraduates’ habits and offerings to fortunate humankind. However, to organize the necessary change in education, sustainability law is expected to be basically a taller institution’s plan and is key to being included in the administrative idea. Only by the chief by example will the extrinsic influence in the organization be attainable (such as implementing SDGs key facets in the way that neuter condition, waste decline, and energy use). For this expected matter, various communication designs accompanying graduates are wanted. Nevertheless, detracting challenges need to begin in the organizations inside and outside the organization’s surroundings, such as combining sustainability law, governmental atmosphere, and stakeholders’ interests.

Keywords: higher education institutions, sustainability, organisational culture, communication

[embeddoc url="https://www.cjoe.naspublishers.com/wp-content/uploads/2024/01/Sweety-Singh.pdf" download="all"]

The Role of Teachers Competencies in Education for Sustainable Education By Dr. Nitisha Jha

Abstract

Teachers play a crucial role in promoting sustainable development and can contribute to creating a more sustainable future through their teaching. To effectively promote sustainable development, teachers need to have a range of key competencies. Teachers with the key competencies discussed below have the opportunity to inspire and educate students on the principles of sustainable development. By integrating sustainability into their teaching practices, teachers can empower students to become responsible global citizens who actively contribute to building a more sustainable and equitable world.

Keywords: role of teacher’s competencies, education, strategies to develop competencies, for sustainable education

[embeddoc url="https://www.cjoe.naspublishers.com/wp-content/uploads/2024/01/Nitisha-Jha.pdf" download="all"]

Social, Emotional and Ethical Learning: A Concept to Build an Inclusive Community By Dr. Manisha Ramesh Gawde

Abstract

Social, Emotional, and Ethical Learning (SEEL) is an expanded version of Social and Emotional Learning (SEL) that includes an emphasis on ethical decision-making and responsible behavior. While SEL focuses on the development of social and emotional skills, SEE Learning seeks to integrate ethics and values into the learning process. SEEL promotes the development of skills that help students make ethical decisions and act responsibly, such as empathy, respect, responsibility, fairness, and integrity. By integrating ethical decision-making into the learning process, SEEL helps students understand how their actions impact themselves and others and how they can contribute to a better world. Social learning focuses on the development of positive social relationships, including communication, collaboration, and conflict resolution skills. Emotional learning focuses on the development of emotional intelligence, including self-awareness, self-regulation, and empathy. Ethical learning focuses on the development of ethical decision-making and responsible behavior. SEEL programs typically involve a range of activities and approaches, including explicit instruction, modeling, practice, and reflection. These programs may also involve partnerships with families, community organizations, and other stakeholders to create a holistic approach to student development.

In this paper, the author aims to illustrate how SEEL can promote inclusion by helping students develop a sense of empathy and understanding towards others, and by promoting positive social relationships and responsible behavior. It can also help students develop the skills they need to navigate challenges and conflicts in a constructive way, and to build a more positive and supportive school environment. Overall, SEEL provides a comprehensive approach to education that supports the social, emotional, and ethical development of all students, regardless of their background or abilities.

Keywords: social, ethical, emotional, inclusion, emotional intelligence, SEEL

[embeddoc url="https://www.cjoe.naspublishers.com/wp-content/uploads/2024/01/MANISHA.pdf" download="all"]

The Importance of Global Citizenship Education in a Globalized World By Dr. Shumaila Patrawala Siddiqui

Abstract

In an increasingly globalized society, global citizenship education (GCE) has become an important topic in educational and technological impact on the world. This necessitates education that enables students to become involved global citizens: students who comprehend how variables such as globalization, the global economic crisis, the refugee crisis, and climate change transcend traditional boundaries due to their ripple effects. Global citizenship education becomes a significant tool in assisting learners’ appreciation of the world’s interconnection and varied cultures and their responsibilities in responding to global concerns. Global citizenship education aims to develop active citizenship and responsible global citizens.

Through the lens of qualitative and quantitative research, this chapter delves into the profound concepts of global citizenship and its education, as well as their pivotal role in fostering sustainable development. Global citizenship education (GCED) encompasses the cultivation of individuals, regardless of even into virtuous and considerate global citizens capable of navigating the ever-evolving world, even amidst its most intricate adversities and perils.

Keywords: global citizenship education, globalization, global awareness

[embeddoc url="https://www.cjoe.naspublishers.com/wp-content/uploads/2024/01/Shumaila.pdf" download="all"]

The Sustainable Teacher By Ms. Reema Nikalje

Abstract

Sustainability is the capacity to meet present needs without compromising the ability of future generations to meet their own. It involves responsible resource use and environmental management, encompassing environmental, social, and economic aspects. The United Nations Sustainable Development Goals (SDGs), notably Goal 12, address sustainability. Adopted in 2015, Goal 12 focuses on sustainable production and consumption for an environmentally responsible and equitable future.

Teaching and learning practices for sustainability prioritize integrating sustainability principles into education. This includes active learning, interdisciplinary perspectives, critical thinking, experiential learning, and technology use. Teachers are central to this process. They model sustainable behaviors, nurture critical thinking, and connect classroom learning to real-world sustainability issues. They also emphasize global perspectives and encourage advocacy and civic engagement. In shaping responsible, environmentally conscious citizens, teachers extend their influence beyond academics.

Sustainability is about meeting current needs while safeguarding the future, encompassing environmental, social, and economic dimensions. Teaching and learning practices for sustainability empower students to address global challenges. Teachers, as influential role models and facilitators, play a vital role in nurturing responsible and environmentally conscious citizens who can tackle future sustainability challenges.

This paper highlights not only the role of teachers, as influential role models and facilitators, playing a vital role in nurturing responsible and environmentally conscious citizens who can tackle future sustainability challenges but also provides a hands-on experience of sustainable activities which the teachers can conduct in the class thereby creating environmentally conscious citizens.

Keywords: sustainability, sustainable development goals, sustainable behaviors, environmental consciousness

[embeddoc url="https://www.cjoe.naspublishers.com/wp-content/uploads/2024/01/REEMA.pdf" download="all"]

Enhancing Critical Thinking Skills through Lifeskills Education Programme By Dr. Vithoba Sawant

Abstract

Critical thinking is a fundamental skill that empowers individual to analyses information, make informed decisions and solve complex problems effectively. Lifeskills education programmes offer a unique platform for cultivating critical thinking skills among student-teachers. This paper provides an overview of the concept of enhancing critical thinking skills through lifekills education programme.  The objectives of this papers is 1) To study the critical thinking skills of B.Ed. student-teachers.2) To study the pre-test and post test score of critical thinking skills of B.Ed. student-teachers. 3) To study the effectiveness of critical thinking skills through lifeskills education programme. This paper is conclude with the Lifeskills Education Programmes provide a holistic approach to enhancing critical thinking skills.  

Keywords: critical thinking, lifeskill programme

[embeddoc url="https://www.cjoe.naspublishers.com/wp-content/uploads/2024/01/VITHOBA.pdf" download="all"]

Sustainable Practices in Education By Dr. Mrs. Vidyullata Kolhe

Abstract

Education is an important tool for achieving sustainability around the world. This research explores the critical role of education in achieving sustainable development goals. It investigates the incorporation of sustainable development principles into educational curricula, pedagogical practices, and institutional policies. Through a comprehensive review of literature and case studies, this study examines the impact of Education for Sustainable Development (ESD) on fostering environmental stewardship, social equity, and economic progress. It also highlights the challenges and opportunities in implementing ESD across diverse educational settings. The findings emphasize the need for a transformative educational paradigm that equips learners with the knowledge, skills, and values necessary to address global challenges and create a more sustainable future.

Keywords: education for sustainable development (esd), society., sustainable development goals, environmental stewardship, social equity, economic progress, curriculum integration, pedagogical practices, institutional policies, transformative education, global challenges, sustainability literacy, eco-consciousness, sustainable citizenship

[embeddoc url="https://www.cjoe.naspublishers.com/wp-content/uploads/2024/01/Vidyullata-Kolha.pdf" download="all"]