1P00CZ90: Value Competence (Blog-3)

The principles of sustainable development in vocational and higher education

Understanding the principles of sustainable development in vocational and higher education is important in terms of fostering environments that can be coherently related to the United Nations' Agenda 2030, which underlines ecological, social, and cultural dimensions. This, in particular, was reaffirmed through SDG 4 aimed at ensuring inclusive and equitable quality education (United Nations, 2015). Ecological sustainability in education includes such environmentally responsible practices as energy conservation and waste reduction in operations and curricula. It means that within the context of International Business, the students will learn about environmental impacts of global business practices concerning SDG 12, Responsible Consumption and Production, and provide examples of sustainable corporate models like Patagonia.

Social sustainability deals with equity and teacher welfare-after all, healthy teachers mean a guarantee of quality education. As Schussler et al. (2021) argues, educational outcomes might be improved if the well-being of teachers can be gained through flexible conditions, professional growth, and mental health support. An appeal voiced by Agenda 2030 for adequate teacher support is also represented by SDG 4.

It involves regard for the cultural identities of diversity and their integration into educational settings. It will be possible in International Business education, for example, with case studies regarding cross-cultural management and inclusive practices reflecting global cultural diversity. Inclusive environments enhance student learning and teacher well-being, hence fostering a sustainable academic culture that is inspired by Brundtland 1987.

Follows that ecologically, socially, and culturally sustainable development of education contributes to global efforts under Agenda 2030 by creating a setting of equal opportunities and good support for learning, preparing students to rise up against the challenges that await them in life.

References:

• Schussler, D. L., Oh, Y., Mahfouz, J., Levitan, J., Frank, J. L., Broderick, P. C., ... & Greenberg, M. T. (2021). Stress and well-being: A systematic case study of adolescents’ experiences in a mindfulness-based program. Journal of Child and Family Studies, 30, 431-446.

• United Nations. (2015). Transforming our world: The 2030 Agenda for Sustainable Development.

• World Commission on Environment and Development (WCED). (1987). Our Common Future (Brundtland Report).