Guest editorial: Transformative education for sustainable futures: leadership, curriculum development and pedagogical approaches in higher education and the UN agenda 2030
Abstract
From the agreement on the Millennium Development Goals (MDGs) in 2000 and the adoption of the 2030 Agenda for Sustainable Development in 2015, education plays a vital role in transforming society towards sustainable development (Avelar et al., 2023). The UN Sustainable Development Goals (SDGs) call for the simultaneous pursuit of economic, environmental and social goals and educating society about them is necessary to develop the knowledge, values, mindsets and skills needed to address social challenges (Tomasella et al., 2024). Transformative education for sustainability is increasingly becoming a key driver for the SDGs. The Sustainable Development Goal 4 (Quality Education) states specifically in SDG 4.7 that the global community should adopt Education for Sustainable Development (EfSD) by 2030. The SDG 4 serves as an enabler for all the other Goals (UNESCO, 2019).The full utilisation of technical, organisational and pedagogical drivers in education facilitates, supports and reforms the transformation of instructional and pedagogical processes (Zhao et al., 2002). It is believed that inclusive pedagogy must be reflected in higher education pedagogy so that students may relate what they learn in class to their varied experiences and realities. As the focal point of teaching and learning in the higher education sector, pedagogy entails analysing various pedagogical strategies and assisting teachers/educators in enhancing and innovating the art of teaching. Therefore,…
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