Education for Sustainable Development in Educating Cities: Towards a Transformative Approach from Informal and Non-Formal Education

Miquel Àngel Essomba*, Pilar Lleonart, Laura Alfonso, Hye Bin

*Corresponding author for this work

Research output: Contribution to journalArticleResearchpeer-review

Abstract

This paper summarizes the main findings of research on education for sustainable development (ESD) at the international level. The context of the research regards educating cities, or local administrations committed to education through all their policies with the purpose of transforming their territories through a human rights approach. The research’s goal is to explore to what extent educating cities are capable of coping with the three ESD challenges faced today: the gap between policy and practice, the lack of a transformative approach and the hegemony of formal education. To do so, we selected three educating cities with an important background on ESD—Barcelona, Changwon and Rosario—and we implemented a case study method. A detailed analysis of all the data obtained reveals that educating cities are suitable frameworks to overcome the current ESD challenges. Their ESD initiatives count on a significant impact on citizenship, by promoting interdisciplinary, intersectorial and participatory processes mainly in informal education settings. Further research needs to be developed in order to draw a broader analysis.

Original languageEnglish
Article number4005
Number of pages14
JournalSustainability
Volume14
Issue number7
DOIs
Publication statusPublished - 1 Apr 2022

Keywords

  • Local Agenda 21
  • educating cities
  • education for sustainable development
  • informal education
  • non-formal education
  • sustainable development
  • sustainable development goals

Fingerprint

Dive into the research topics of 'Education for Sustainable Development in Educating Cities: Towards a Transformative Approach from Informal and Non-Formal Education'. Together they form a unique fingerprint.

Cite this