Professional Culture of Future Specialists Within the Framework of Ukraine’s Sustainable Development Concept
DOI:
https://doi.org/10.14571/brajets.v17.nse1.42-53Palavras-chave:
sustainable development, educational practices, professional culture, organizational culture, adaptability, collaborative learning.Resumo
In an increasingly globalized world, the imperative of sustainable development underscores the pivotal role of education and professional culture in nurturing sustainability-oriented mindsets and actions. This paper aims to explore the nexus between educational practices, professional culture, and sustainable development goals, particularly within the context of the Ukrainian national educational system and professional community. Through a comprehensive review of literature and empirical analysis, the study elucidates that the integration of sustainable development into educational curricula and professional ethos fosters heightened awareness and conscientious engagement with global environmental, economic, and social challenges. It underscores the significance of organizational cultures characterized by adaptability, innovation, and collaborative learning in advancing sustainable development agendas. However, effective implementation necessitates proactive strategies adaptable to evolving societal demands. The research advocates for the augmentation of interdisciplinary educational programs coupling theoretical insights with practical applications tailored to address real-world sustainable development challenges. Furthermore, it underscores the importance of incentivizing participation in sustainable development initiatives among educators and students alike, leveraging innovative learning technologies. Future research avenues should center on assessing the efficacy of such initiatives and devising methodologies for monitoring and evaluating their societal impact, thereby advancing sustainable development objectives.Referências
Alvino, F., Di Vaio, A., Hassan, R., & Palladino, R. (2021). Intellectual capital and sustainable development: A systematic literature review. Journal of Intellectual Capital, 22(1), 76-94.
Auty, R. M., & Brown, K. (2021). An overview of approaches to sustainable development. Approaches to sustainable development, 3-17.
Bascopé, M., Perasso, P., & Reiss, K. (2019). Systematic review of education for sustainable development at an early stage: Cornerstones and pedagogical approaches for teacher professional development. Sustainability, 11(3), 719.
Bochniarz, Z., & Cohen, G. B. (Eds.). (2022). The environment and sustainable development in the new Central Europe. Berghahn Books.
Dixson, A. D. (2021, July). But be ye doers of the word: Moving beyond performative professional development on culturally relevant pedagogy. In The Educational Forum, 85(4), 355-363. Routledge.
Dzimińska, M., Fijałkowska, J., & Sułkowski, Ł. (2020). A conceptual model proposal: Universities as culture change agents for sustainable development. Sustainability, 12(11), 4635.
Eagan, P., Cook, T., & Joeres, E. (2002). Teaching the importance of culture and interdisciplinary education for sustainable development. International Journal of Sustainability in Higher Education, 3(1), 48-66.
Gore, J., & Rosser, B. (2022). Beyond content-focused professional development: powerful professional learning through genuine learning communities across grades and subjects. Professional Development in Education, 48(2), 218-232.
Griebeler, J. S., Brandli, L. L., Salvia, A. L., Leal Filho, W., & Reginatto, G. (2022). Sustainable development goals: a framework for deploying indicators for higher education institutions. International Journal of Sustainability in Higher Education, 23(4), 887-914.
Griffiths, M. A., Goodyear, V. A., & Armour, K. M. (2022). Massive open online courses (MOOCs) for professional development: Meeting the needs and expectations of physical education teachers and youth sport coaches. Physical Education and Sport Pedagogy, 27(3), 276-290.
Haiyan, Q., & Allan, W. (2021). Creating conditions for professional learning communities (PLCs) in schools in China: the role of school principals. Professional Development in Education, 47(4), 586-598.
Halkos, G., & Gkampoura, E. C. (2021). Where do we stand on the 17 Sustainable Development Goals? An overview on progress. Economic Analysis and Policy, 70, 94-122.
Havea, P. H., & Mohanty, M. (2020). Professional development and sustainable development goals. Springer Nature.
Hogan, D., & O'Flaherty, J. (2022). Exploring the nature and culture of science as an academic discipline: implications for the integration of education for sustainable development. International Journal of Sustainability in Higher Education, 23(8), 120-147.
Keynejad, R. C., Yapa, H. M., & Ganguli, P. (2021). Achieving the sustainable development goals: investing in early career interdisciplinarity. Humanities and Social Sciences Communications, 8(1).
Kirkby, J., O’Keefe, P., & Timberlake, L. (2023). Sustainable Development: An Introduction. In The Earthscan reader in sustainable development, 1-14. Routledge.
Kurylo, L., Kurylo, I., Shulga, I., & Horodetska, I. (2020). Environmental legal culture as a factor in ensuring sustainable development of society. European Journal of Sustainable Development, 9(1), 220-220.
Leo, U., & Wickenberg, P. (2015). Under one umbrella: Professional norms promoting education for sustainable development at the school level. Schools for health and sustainability: Theory, research and practice, 61-79.
Loughland, T., & Ryan, M. (2022). Beyond the measures: The antecedents of teacher collective efficacy in professional learning. Professional Development in Education, 48(2), 343-352.
Lunn, S., Ross, M., Hazari, Z., Weiss, M. A., Georgiopoulos, M., & Christensen, K. (2021, June). The Impact of Technical Interviews, and other Professional and Cultural Experiences on Students' Computing Identity. In Proceedings of the 26th ACM Conference on Innovation and Technology in Computer Science Education, 1, 415-421.
Mansurjonovich, J. M. (2022). Professional Educational Institutions Theoretical and Practical Basis of Development of the Content of Pedagogical Activity of Teachers of" Information and Information Technologies". Open Access Repository, 9(12), 85-89.
Martin, S. (2008). Sustainable development, systems thinking and professional practice. Journal of education for sustainable development, 2(1), 31-40.
Mikołajczyk, K. (2021). Sustainable development of an individual as a result of mutual enrichment of professional and personal life. Sustainability, 13(2), 697.
Mosse, D. (Ed.). (2022). Adventures in Aidland: The anthropology of professionals in international development. Berghahn Books.
Mulà, I., Tilbury, D., Ryan, A., Mader, M., Dlouhá, J., Mader, C., ... & Alba, D. (2017). Catalysing change in higher education for sustainable development: A review of professional development initiatives for university educators. International Journal of Sustainability in Higher Education, 18(5), 798-820.
Olafsen, A. H., Nilsen, E. R., Smedsrud, S., & Kamaric, D. (2021). Sustainable development through commitment to organizational change: The implications of organizational culture and individual readiness for change. Journal of Workplace Learning, 33(3), 180-196.
Ruggerio, C. A. (2021). Sustainability and sustainable development: A review of principles and definitions. Science of the Total Environment, 786, 147481.
Sachs, J. D., Kroll, C., Lafortune, G., Fuller, G., & Woelm, F. (2022). Sustainable development report 2022. Cambridge University Press.
Sanders, M. R., Divan, G., Singhal, M., Turner, K. M., Velleman, R., Michelson, D., & Patel, V. (2022). Scaling up parenting interventions is critical for attaining the Sustainable Development Goals. Child Psychiatry & Human Development, 53(5), 941-952.
Steele, W., & Rickards, L. (2021). Sustainable Development Goals in Higher Education. Springer International Publishing.
Sugiarti, E., Finatariani, E., & Rahman, Y. T. (2021). Earning Cultural Values as A Strategic Step to Improve Employee Performance. Scientific Journal of Reflection: Economic, Accounting, Management and Business, 4(1), 221-230.
Tomlinson, M., & Jackson, D. (2021). Professional identity formation in contemporary higher education students. Studies in Higher Education, 46(4), 885-900.
Tulchynska, S., Shevchuk, N., Kleshchov, A., Kryshtopa, I., & Zaburmekha, Y. (2021). The Role of Higher Education Institutions in the Development of EcoIndustrial Parks in Terms of Sustainable Development. IJCSNS International Journal of Computer Science and Network Security, 21(10), 317-323.
Weiland, S., Hickmann, T., Lederer, M., Marquardt, J., & Schwindenhammer, S. (2021). The 2030 agenda for sustainable development: transformative change through the sustainable development goals? Politics and Governance, 9(1), 90-95.
Zwolińska, K., Lorenc, S., & Pomykała, R. (2022). Sustainable development in education from students’ perspective—Implementation of sustainable development in curricula. Sustainability, 14(6), 3398.
Downloads
Publicado
Edição
Secção
Licença
Direitos de Autor (c) 2024 Liubov Kravchenko, Renata Vynnychuk, Olena Ilchenko, Аlla Lytvynenko, Yevhen Kulyk, Olha Palekha, Nataliia Sukhovii
Este trabalho encontra-se publicado com a Licença Internacional Creative Commons Atribuição 4.0.
The BRAJETS follows the policy for Open Access Journals, provides immediate and free access to its content, following the principle that making scientific knowledge freely available to the public supports a greater global exchange of knowledge and provides more international democratization of knowledge. Therefore, no fees apply, whether for submission, evaluation, publication, viewing or downloading of articles. In this sense, the authors who publish in this journal agree with the following terms: A) The authors retain the copyright and grant the journal the right to first publication, with the work simultaneously licensed under the Creative Commons Attribution License (CC BY), allowing the sharing of the work with recognition of the authorship of the work and initial publication in this journal. B) Authors are authorized to distribute non-exclusively the version of the work published in this journal (eg, publish in the institutional and non-institutional repository, as well as a book chapter), with acknowledgment of authorship and initial publication in this journal. C) Authors are encouraged to publish and distribute their work online (eg, online repositories or on their personal page), as well as to increase the impact and citation of the published work.