Understanding sustainability from a global perspective: exploring the role of education for sustainable development within contemporary education in Ireland

Foley, Helen

Please note that Chapters 2-5 (pp.10-99) are unavailable due to a restriction requested by the author.. Restriction lift date: 2022-09-28T08:50:08Z

Understanding sustainability from a global perspective: exploring the role of education for sustainable development within contemporary education in Ireland

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dc.check.chapterOfThesis	2-5
dc.check.date	2022-09-28T08:50:08Z
dc.check.embargoformat	E-thesis on CORA only	en
dc.check.info	Please note that Chapters 2-5 (pp.10-99) are unavailable due to a restriction requested by the author.	en
dc.check.opt-out	Not applicable	en
dc.check.reason	This thesis is due for publication or the author is actively seeking to publish this material	en
dc.contributor.advisor	Bogue, Joseph	en
dc.contributor.advisor	Onakuse, Stephen	en
dc.contributor.author	Foley, Helen
dc.date.accessioned	2017-09-29T08:50:08Z
dc.date.issued	2017
dc.date.submitted	2017
dc.description.abstract	Sustainable Development is one of the greatest challenges of our time, which is relevant both globally and locally. Consequently, this research focused on sustainable development and education for sustainable development. Two research questions were addressed in this study, what are the challenges relevant to achieving sustainability and how can these challenges be more clearly understood? Globally, key challenges include anthropogenic climate change, resource overuse, wealth inequality and water stress. In addition, this research asked, what is the role of Education for Sustainable Development within contemporary education in Ireland and how can this role be developed? In terms of addressing these questions, from a macro perspective, this study aimed to advance understanding of sustainable development and education for sustainable development, through the development of a conceptual framework for sustainability. From a micro perspective this research aims to explore education for sustainable development barriers and opportunities relevant to the formal education system in Ireland. In compliance with the critical and interpretive paradigms, in this study the primary research was guided by ontological realism and epistemological interpretivism. A qualitative exploratory strategy was utilised to explore the research questions, aims and objectives. A total of 404 people participated in this study, facilitated by, forty-nine interviews, six group interviews and four surveys. Primary research findings showed that although the ‘Education for Sustainability’ The National Strategy on Education for Sustainable Development in Ireland, 2014-2020 was welcomed by the Irish expert panel, this panel also found this new strategy was short on accountability, aspiration and specific goals. From a national perspective, overall the role of education for sustainable development within the formal educational system in Ireland is inadequate, where education for sustainable development tends to be marginalised within the formal curriculum. Key education for sustainable development barriers include, the dominance of subject disciplinarity (functional specialisation), resistance to educational reform and adherence to the historically developed main curriculum. These education for sustainable development barriers are particularly evident at the post primary and tertiary education levels. Recommendations made in this study build on the recommendations advanced in ‘Education for Sustainability’ The National Strategy on Education for Sustainable Development in Ireland, 2014-2020. Across the three educational levels opportunities for integrating education for sustainable development have been advanced. At the tertiary education level, sustainability issues should be integrated into teacher training and business and management education. Additionally, interdisciplinary teaching and research need to be prioritised and resourced at the tertiary education level in Ireland. Overall, the integration of education for sustainable development within contemporary education in Ireland is important, especially within the context of achieving a low carbon, climate resilient and environmentally sustainable economy.	en
dc.description.status	Not peer reviewed	en
dc.description.version	Accepted Version
dc.format.mimetype	application/pdf	en
dc.identifier.citation	Foley, H. 2017. Understanding sustainability from a global perspective: exploring the role of education for sustainable development within contemporary education in Ireland. PhD Thesis, University College Cork.	en
dc.identifier.endpage	308	en
dc.identifier.uri	https://hdl.handle.net/10468/4819
dc.language.iso	en	en
dc.publisher	University College Cork	en
dc.relation.uri	http://www.jstor.org/stable/10.3318/isia.2016.27.11
dc.rights	© 2017, Helen Foley.	en
dc.rights.uri	http://creativecommons.org/licenses/by-nc-nd/3.0/	en
dc.subject	The National Strategy on Education for Sustainable Development in Ireland 2014-2020	en
dc.subject	Understanding sustainability	en
dc.subject	Education for sustainable development	en
dc.subject	Influence of the dominant social paradigm	en
dc.subject	New conceptual framework for sustainability	en
dc.thesis.opt-out	false
dc.title	Understanding sustainability from a global perspective: exploring the role of education for sustainable development within contemporary education in Ireland	en
dc.type	Doctoral thesis	en
dc.type.qualificationlevel	Doctoral	en
dc.type.qualificationname	PhD (Social Science)	en
ucc.workflow.supervisor	s.onakuse@ucc.ie