Creative learning as a renewable resource

Creative learning as a renewable resource Patrick Blessinger, Enakshi Sengupta and Taisir Subhi Yamin St John’s University, USA, The HETL Association, USA and the International Centre for Innovaton in Education A renewable resource is traditionally viewed in terms of renewable natural resources, but with the importance now placed on solving the huge problems associated with global climate change and on creative and interdisciplinary learning as a means to address these problems, it is now time for a broader definition of the term renewable resource. The imminent global problems facing the planet (for example, climate change, extreme poverty, hunger and the refugee crisis) and the complex and interconnected nature of those problems, precipitated by mass industrialisation, require a new way of thinking that makes creative learning and lifelong learning top priorities for educational systems around the world.  Thus, learning should be viewed as a renewable human resource since it provides an unlimited source of new ideas and problem-solving [...]

Higher education’s key role in sustainable development

Higher education’s key role in sustainable development Patrick Blessinger, Enakshi Sengupta and Mandla Makhanya St John’s University, New York City, USA, American University of Kurdistan, and University of South Africa The United Nations defines sustainable development as “…development that meets the needs of the present without compromising the ability of future generations to meet their own needs”.  As such, sustainable development not only deals with environmental issues, but economic, social and cultural issues as well. Given the increased demands placed on societies and the environment due to, among other factors, increased human migration, increased urbanisation and industrialisation as well as the ongoing depletion of non-renewable resources, it is clear that global action is needed to create a more sustainable future. Given its primary role as knowledge producer, higher education can serve as a powerful means to help create a more sustainable future. Thus, the concept of ‘education for sustainable development’ has become, in recent [...]

Implementation of sustainable development goals and mountain targets in particular through student engaged learning

Implementation of sustainable development goals and mountain targets in particular through student engaged learning Baktybek Abdrisaev, Rusty Butler, Kimberly Williamson, Yanko Dzhukev, Damon Ashcraft, Samuel Elzinga and Andrew Jensen Utah Valley University, USA Three Utah Valley University (UVU) students spoke through the student engaged learning initiative during general debates at the High-Level Political Forum (HLPF) on sustainable development of the Economic and Social Council (ECOSOC) of the United Nations (UN) on July 19, 2018. The HLPF is the main UN platform on sustainable development to follow up and review the 2030 Agenda for Sustainable Development and the Sustainable Development Goals (SDGs) at the global level. This year, 47 countries presented Voluntary National Reviews on how they implemented six particular SDGs in their respective countries among the 17 adopted by the UN. A handful of non-governmental organizations (NGOs) in consultative status with ECOSOC were selected to speak on those topics as well, including the [...]

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