Integration of Interculturality in Education for Sustainable Development
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| Title: | Integration of Interculturality in Education for Sustainable Development |
|---|---|
| Language: | English |
| Authors: | Lise Parent, Claire Anjou (ORCID |
| Source: | Journal of Environmental Education. 2025 56(3):246-267. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Sustainable Development, Cultural Awareness, Educational Practices, Foreign Countries, Multicultural Education, Intercultural Communication, Communication Skills, Empathy, Interpersonal Competence, Educational Experiments, Role of Education, Cooperative Learning, Context Effect, Interdisciplinary Approach, Holistic Approach, Faculty Development |
| Geographic Terms: | Caribbean, Canada |
| DOI: | 10.1080/00958964.2025.2471974 |
| ISSN: | 0095-8964 1940-1892 |
| Abstract: | In response to global environmental challenges, there has been a growing demand over the last century to develop the field of Education for Sustainable Development (ESD). While most research in the ESD field recognizes the importance of the cultural dimension, very few studies focus on interculturality. Despite its importance in promoting international cooperation and consensus, the development of intercultural competencies has not been consistently studied. This article examines the relationship between ESD and intercultural education by analyzing two pedagogical experiments with school groups in Guadeloupe and Quebec who worked synchronously and collaboratively on sustainable development themes. Our analysis shows that many competencies acquired during the experiments are characteristic of ESD, such as behavioral and emotional skills, including communication and empathy. This supports the idea that culture and interculturality can serve as a catalyst for ESD. Designing pedagogy based on interculturality can enhance the understanding of sustainable development issues and foster the development of crucial SD competencies. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1496817 |
| Database: | ERIC |
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| Abstract: | In response to global environmental challenges, there has been a growing demand over the last century to develop the field of Education for Sustainable Development (ESD). While most research in the ESD field recognizes the importance of the cultural dimension, very few studies focus on interculturality. Despite its importance in promoting international cooperation and consensus, the development of intercultural competencies has not been consistently studied. This article examines the relationship between ESD and intercultural education by analyzing two pedagogical experiments with school groups in Guadeloupe and Quebec who worked synchronously and collaboratively on sustainable development themes. Our analysis shows that many competencies acquired during the experiments are characteristic of ESD, such as behavioral and emotional skills, including communication and empathy. This supports the idea that culture and interculturality can serve as a catalyst for ESD. Designing pedagogy based on interculturality can enhance the understanding of sustainable development issues and foster the development of crucial SD competencies. |
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| ISSN: | 0095-8964 1940-1892 |
| DOI: | 10.1080/00958964.2025.2471974 |
