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In contemporary scenario, the world is facing significant climate challenges that demand managers to possess awareness of the natural laws, exhibit transformative and collaborative thinking and become
more proactive contributors of sustainability in the world. Hence, sustainability education is required more
than ever before for a prosperous future. By synthesizing the existing body of knowledge using systematic
review, this paper critically discusses the aspirations of educating for sustainable development. This study
shows that despite the worldwide recognition of sustainability practices, its adoption and practice is not at
par, as the workforce lacks the necessary skills that are required for implementing sustainable initiatives. This
proposition suggests the role of higher education institutes that raise and foster such skills in potential future
managers. Hence, this paper discusses reform in the existing system and programs of higher education institutes to enhance personnel awareness and to develop the required skills for taking sustainable initiatives.
Moreover, this paper indicates value education mechanisms and the need for experiential, action focused learning to bring change at an individual level which will transform the way organizations deal with sustainability
issues. The findings contribute to the literature by suggesting actions such as integrating themes from sustainable entrepreneurship into education for sustainability, training the stakeholders, establishing multi-level
collaboration, and resolving gender issues in HEI’s, which will deliver better results in these crises times
Farah Ameer, Naveed R. Khan. (2021) Transformative Educational Practices for a Sustainable Future: A Systematic Review, Journal of Education & Social Sciences, Volume 9, issue 2.
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