麻豆传媒AV

Citation

Rushton E (2024) Enhancing Learning for Sustainability in Scotland: opportunities for future flourishing through research into curriculum making. SERA Researching Education Bulletin SERA. https://www.sera.ac.uk/wp-content/uploads/sites/13/2024/11/SERA-special-edition-REB-vol-2-final.pdf

Abstract
Introduction: As part of the celebrations of the 50th anniversary of the Scottish Educational Research Association, it is a great pleasure to be invited to reflect on how educational research can support the continued development of Learning for Sustainability (LfS), which has been integrated into formal education in Scotland for over a decade. LfS brings together: Education for Global Citizenship (ECG), Outdoor Learning, Children’s Rights and Sustainable Development Education (SDE) (LfS, 2016). In Scotland, LfS is an entitlement for all children and young people and there is a requirement for all teachers to address LfS as part of their practice (Clarke and McPhie, 2016; McGregor and Christie, 2021). As McGregor and Christie (2021, p. 2.) note, LfS articulates a holistic approach which, ‘encourages educators and learners to engage with complexity, messiness and uncertainty in ongoing open-ended pedagogical endeavour’. Arguably, with global challenges of climate change, biodiversity loss, conflict, persistent inequalities and threats to democracy, there has never been a more important time for messily engaging with complexity and uncertainty through education. Through this short contribution, I highlight some of the research opportunities in the context of LfS, with a focus on curriculum making.