Education for sustainable development, also known as education for the future, emerged in response to the global interest in the concept of sustainable development. According to this theory, the outcome of the educational process is the acquisition of competencies for sustainable development by students. This concept emphasizes the learning process that will allow people to live with dignity in adulthood, but also emphasizes the importance of building a better world. The main goal of this type of education is to foster interest and concern for the future of the world. The idea behind this education is to strive for a balance between social and economic well-being, culture, tradition, and the protection of the Earth’s natural resources.
Understanding the world should be preceded by self-knowledge, and to achieve this, it is essential to acquire appropriate competencies/soft skills, which include critical thinking, creativity, collaboration, and general self-awareness. Possessing soft skills significantly facilitates coping with the current reality, full of constant pace and unpredictable changes.
In the context of education for sustainable development, it is also essential for teachers to develop critical thinking competencies and innovative approaches to addressing sustainable development issues. Raising teacher awareness, acquiring competencies, and utilizing innovations in the teaching process are crucial to effectively implementing the assumptions of the concept of education for sustainable development. A necessary condition for implementing this strategy is the collaboration of teachers teaching various subjects to provide students with the widest possible opportunity to acquire knowledge about sustainable development.
The main objectives of education for sustainable development include:
- shaping an attitude of unity between humans and the natural and socio-cultural environment;
- developing the ability to actively observe the environment and collect data/information;
- understanding the laws and interdependencies found in nature and the relationships between nature and humans;
- acquiring problem-solving skills based on existing knowledge and in accordance with an acquired system of values;
- developing sensitivity to the beauty of nature and spatial order;
- developing an attitude of respect for life and health, both one’s own and that of all other beings;
- introducing active forms of outdoor learning as a practical application of acquired knowledge;
- collaboration between teachers from various disciplines in creating an environment conducive to achieving the fundamental goals of education for sustainable development.
In the process of education for sustainable development, teachers have specific goals and tasks. Their implementation contributes to the development of key competencies for sustainable development, including critical thinking, prediction, drawing conclusions, connecting facts and
analyzing relationships, collaborating in a heterogeneous group, planning development, creativity/innovation, and dynamic adaptation to change. Developing these competencies is a complex and multi-stage process, encompassing activities undertaken within various school subjects.
The Minecrop project supports the goals of education for sustainable development by providing essential theoretical knowledge, demonstrating real-world applications in nature, fostering awareness of environmental needs, and presenting innovative solutions both in the context of agriculture, which is directly linked to and significantly impacts our environment, and innovating teaching methods.
