Core-to-Core Joint Seminar

Reframing Sustainability Learning from net-zero to Net-Positive
Exploring the roles of education for sustainable development in higher education

Programme Book

Co-organized by the UNESCO Chair on Education for Sustainable Lifestyles at Inland
Norway University of Applied Sciences & the UNESCO Chair in Research and
Education for Sustainable Development at Okayama University

Hamar, Norway – 13th-15th March 2024

Welcome Message
It is with great pleasure that we, on behalf of the UNESCO Chairs at Okayama University and Inland
Norway University of Applied Sciences, extend a warm invitation for you to join us at the Core-to-Core
Joint Seminar on Reframing Sustainability Learning – from net-zero to Net-Positive. This pivotal seminaris set to unfold at the Faculty of Education, Inland Norway University of Applied Sciences in Hamar,
Norway, from March 13th to 15th, 2024.
This seminar promises to be an enriching gathering of around 50 esteemed participants, including
keynote speakers, university leadership, professors and lecturers, as well as young researchers from Inland
Norway University of Applied Sciences, Okayama University, and other universities within the UNESCO
Chairs’ networks spanning Europe, Asia, and beyond. Our aim is to create a space for meaningfulconversations that challenge and expand our current understanding of education for sustainable
development (ESD) and Global Citizenship Education (GCED) within higher education, particularly within
the realm of teacher education.
We are dedicated to exploring the evolving roles of education in achieving sustainable development andfostering a net-positive impact. Through this seminar, we anticipate fostering collaborative dialogues that
address the pressing issues and challenges in reimagining the futures of education. This event represents
a unique opportunity for leading specialists in ESD and GCED to share insights, inspire one another, andstrengthen partnerships, ultimately contributing to the mission of promoting sustainability learning acrossteacher education and universities at large.

Robert J. Didham

Hiroki Fujii

UNESCO Chair holder,

UNESCO Co-chair,

Inland Norway University of Applied Sciences

Okayama University

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Contents
2
3
4
5
7
13
17
25

Welcome Message
Venue Map
Concept Note
Key Seminar Themes
Programme Agenda
Keynote Speakers - Bios and Abstracts
Parallel Presentations Abstracts
Early Career Researchers Abstracts

Venue Map

Aud 2.

Which building to visit to get to the correct room:
Building: Main building for opening ceremony, plenary 1, parallel session 1 and plenary 2.
Here you will find Auditorium 3 and 4, C063, C064 and B006 the canteen, reception area
as well as our library.
Biohus for parallel sessions 2– Teacher Education and Pedagogical PracticeHere you will find rooms 2N1102 and 2N1103. We recommend walking around the building
and use the entry shown in the map as this will lead you directly to the rooms.
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Core-to-Core Joint Seminar

Reframing Sustainability Learning - from net-zero to Net-Positive
Exploring the roles of education for sustainable development in higher education

Concept Note
“Education the way we organize teaching and learning throughout life has long played a foundationalrole in the transformation of human societies. It connects us with the world and to each other, exposes
us to new possibilities, and strengthens our capacities for dialogue and action. But to shape peaceful,just, and sustainable futures, education itself must be transformed.
- International Commission on the Futures of Education. 20211
The international recognition of the importance of Education for Sustainable Development (ESD) was firstdetailed in chapter 36 of Agenda 21 in 1992 as an outcome of the United Nations Conference on
Environment and Development, or Rio Earth Summit, and the work to further uplift and mainstream ESD
was promoted throughout the UN Decade of Education for Sustainable Development (2005 2014). The
agreement of the 2030 Agenda for Sustainable Development and the Sustainable Development Goals(SDGs) in 2015 further elevated the role of ESD (as recognized in target 4.7) as a n important framework
for the achievement of quality education, while also emphasizing the role education plays in supporting
the implementation of all SDGs (as framed in SDG 4). Education must aim to unite us around collective
endeavours and provide the knowledge, science, and innovation needed to shape sustainable futures
for all anchored in social, economic, and environmental justice (International Commission on the Futuresof Education, 2021).
Over the past few year, multiple international commissions and expert groups have reported on the needfor a reframing of education to better enable the sector to realise its potential as an important means of
implementation for achieving the SDGs and for setting humanity on a collective path towards realising afair and just sustainable future for all. Collectively, these reports respond to the roles of education at alllevels of society, and for higher education specifically they set out a bold path with a mission driven
purpose towards “transforming higher education”2 and “flipping the science model”3 to respond to the
grand socio ecological challenges of our time. "If HEIs are to make their potential contribution to the2030 Agenda and the SDGs explicit priorities in their future work, we see advantages in reflecting, as
HEI communities, on the need for HEIs to change certain key elements in their principles, procedures
and organization in order to facilitate their contribution to a sustainable and equitable world” (Parr,et.al., 2022)
International Commission on the Futures of Education. (2021). Reimagining our futures together: a new social contractfor education.Paris: UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000379707
2
Parr, A., Binagwaho, A., Stirling, A., Davies, A., Mbow, C., Hessen, D. O., Nader, H. B., Salmi, J., Burkins, M. B., Ramakrishna,S., Serrano, S., Schmelkes, S., Shijun, T., & McCowan, T. (2022). Knowledge-driven actions: Transforming higher education for global
sustainability.Paris: UNESCO.https://unesdoc.unesco.org/ark:/48223/pf0000380519
3International Science Council. (2023). Flipping the Science Model: A Roadmap to Science Missions for Sustainability.
Paris: International Science Council (ISC). https://council.science/publications/flipping-the-science-model/
1Core-to-Core Seminar Programme Book | 4

Seminar Objectives
The overall goal is to organize an event that will promote strengthened collaboration between leading
specialists on Education for Sustainable Development (ESD) and Global Citizenship Education (GCED) in
higher education, and especially in teacher education, who can contribute to the mission of promoting
sustainability learning in both teacher education and across universities more broadly. B y bringing
together international experts in the fields of education for sustainable development and global
citizenship education, the Core-to-Core joint seminar aims to foster productive dialogues around thesekey issues and challenges for reimaging the futures of education together.
Specifically, the event is aims to achieve the following objectives:• To better understand how to incorporate sustainability into all aspects of higher education institutions,particularly at teacher education institutions.
• To share best practices in embedding ESD into educational programmes and systematically achieving
learning outcomes targeting the development of sustainability competencies.
• To critically reflect on the opportunities and challenges for reframing education and transforming
higher education into open and socially engaged institutions to further support the achievement of
the Sustainable Development Goals.
• To train young researchers on how to align their academic research with sustainability, education forsustainable development (ESD), and global citizenship education (GCED) to ensure the approach’s
continued development.
Expected Outcomes
•

•
•
•

Further enhancement of the ongoing collaboration between Core-to-Core partners and identificationof specific opportunities for advancing common priorities between the UNESCO Chair programmes
at Okayama University and Inland Norway University of Applied Sciences.
Sharing, alignment and reporting on best practices in teaching and research on ESD and GCED indiverse contexts and through international collaboration.
Supported exchange between young researchers and deepened awareness of international
perspectives and approaches in research on ESD and GCED.
Suggestions and recommendations for fostering higher education institutions that are mission driven
and responsive to generating social impact and addressing the grand socio ecological challenges of
our time.

Participants
The event will bring together approximately 50 participants (including keynote speakers, university
leadership, professors and lecturers, and young researchers) from Inland Norway University of Applied
Sciences, Okayama University , and participants from other universities who are partners of their UNESCO
Chairs networks from Europe, Asia, and other regions.
Dates and Venue
Dates: 13th 15th March 2024
Venue: Faculty of Education, Inland Norway University of Applied Sciences -Campus Hamar(Hamar, Norway)

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Core-to-Core Joint Seminar

Reframing Sustainability Learning - from net-zero to Net-Positive
Exploring the roles of education for sustainable development in higher education

Key Seminar Themes
Day

Wednesday, 13th March 2024

Time

ThemesAM✓ The moral imperative and value-basis in education forsustainable development (ESD) – shaping a collaborative
learning culture for sustainability✓ Strengthening Teacher Education through the integrationof education for sustainable development (ESD) andglobal citizenship education (GCED) perspectives✓ Exploring the roles of Higher Education Institutions inadvancing societal transformations towards sustainable
development✓ Pedagogical approaches and active learning methods ineducation for sustainable development (ESD)✓ Early Career Researchers exchange✓ Pathways forward for advancing learning forsustainability at higher education institutions

PM

AM

Thursday, 14th March 2024

Friday, 15th March 2024

PM

AM

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Programme Agenda

Wednesday, 13th March 2024
8:30-9:00
9:15-9:45

Registration
Location: Hovedbygget C / Main Building C – lower foyer
Opening Ceremony
Venue: Auditorium 2
MCs: Robert J. Didham (INN University) & Hiroki Fujii (Okayama University)
Opening Remarks: Morten Ørbeck (Dean, Faculty of Education, Inland Norway University of Applied Sciences)
Opening Remarks: Atsushi Takase (Dean, Faculty of Education, Okayama University)

9:45-11:15

Purpose of Seminar: Robert J. Didham (INN University)
Overview of Programme: Hiroki Fujii (Okayama University)
Plenary 1 – Aligning ESD with inclusive, quality education for all – the foundation of values and culture in learning
institutions
Venue: Auditorium 2
Session Chair: Hiroki Fujii (Okayama University)
Keynote Speaker: Victoria Thoresen (INN University)
Panel Discussion: What roles do values and culture play in achieving transformative learning for sustainable
development, and how can we best integrate these perspectives into educational programmes?
Panellists/Respondents:- Victoria Thoresen (INN University)- Luis Flores-Mimica (Actuemos (NGO), Chile)- Kiichi Oyasu (Asia-Pacific Cultural Centre for UNESCO)- Einar Hugo Graff (former rector, Rollsløka skole & former international coordinator, INN University)- Thor André Skrefsrud (INN University)

11:15-11:45

Tea/Coffee Break

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11:45-13:00

13:00-14:00
14: 00-15:30

Parallel Sessions 1
1A: Schools enabling Transformative Learning for
Sustainability

1B: Citizenship, Inclusion and Engagement in Sustainability
Learning

Venue: 2N1102 (Biohuset)

Venue: 2N1103 (Biohuset)

Chair: Knut Øystein Hovik (INN University)

Chair: Thor André Skrefsrud (INN University)• Karen Parish (INN University): Education for Sustainable
Development - An interdisciplinary approach• Karen Onodera (Okayama University / Kyoto Koka Women's
University): Teaching about Coexistence Between Nature andHuman: Folktales as a Learning Material in Elementary School
Science• Gregor Torkar (University of Ljubljana): New UNESCO Chair on
Teacher Education for Sustainable Development at the
University of Ljubljana, Slovenia• Toshinori Kuwabara (Okayama University): How to Reform
Education from the Perspective of Forming a Sustainable
Society: Focusing on Citizenship Education• Ann-Cathrin Faldet and Kari Nes (INN University): Inclusion andSustainability in Education• Shepherd Urenje (Uppsala University): Participatory action
research in environment and sustainability education

Lunch
Plenary 2 – Integrating interdisciplinary and transdisciplinary approaches for ESD and GCED in teacher education
Venue: Auditorium 2
Session Chair: Gregor Torkar (University of Ljubljana)
Keynote Speaker: Lili-Ann Wolff (University of Helsinki)
Panel Discussion: What are the unique benefits that interdisciplinary and transdisciplinary approaches offer for ESD,
GCED and quality education in general? How do we incorporate these features into teacher education programmes?
Panellists/Respondents:- Lili-Ann Wolff (University of Helsinki)- Tomonori Ichinose (Miyagi University of Education, Japan)- Shepherd Urenje (Uppsala University)- Daniel Fischer (Leuphana University Lüneburg)- Anne Bergliot Øyehaug (INN University)

15:30-16:00

Tea/Coffee Break

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16:00-17:15

17:15-18:45

Parallel Sessions 2 – Teacher Education and Pedagogical Practice
2A: Integrating Interdisciplinary Approaches on ESD within
2B: Innovating Educational Programmes with the inclusion
Teacher Educationof ESD perspectives
Venue: C063

Venue: C064

Chair: Masahisa Sato (Tokyo City University)

Chair: Khalifatulloh Fiel'ardh (Okayama University)• Victoria W. Thoresen (INN University): Heritage Conversation
Cards – A toolkit for activating legacy as a foundation for ESD inteacher education• Taro Harada (Okayama University): Reconsideration of thediverse interplay between plants and human beings forinterdisciplinary education• Knut Øystein Hovik (INN University): Teacher educators andtheir views on interdisciplinary teaching• Suzanne Piscopo (University of Malta): Melding Service
Learning with Promotion of Sustainable Consumption• Bente Knippa Vestad (INN University): Perspectives on
Partnerships for Interdisciplinary Work – Students’, Teachers’
and Teacher Educators’ Perspectives• Khalifatulloh Fiel'ardh (Okayama University): Climate Change
Awareness among Elementary School Children in East Asia

Networking Event - “Playing Games for Sustainability” in the Future Classroom Lab

Thursday, 14th March 2024
9:15-11:00

Plenary 3 – Accelerating the ESD agenda in Higher Education – how universities can strengthen their roles in supportingachievement of the SDGs
Venue: Auditorium 3
Session Chair: Robert Didham
Keynote Speaker: Annette Scheersoi (University of Bonn)
Panel Discussion: How to transform the perspective of Higher Education? – from net-zero to Net-Positive
Panellists/Respondents:- Annette Scheersoi (University of Bonn)- Hiroki Fujii (Okayama University)- Jens Uwe Korten (INN University)- Gregor Torkar (University of Ljubljana)- Suzanne Piscopo (University of Malta)
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11:00-11:30
11.30-13:00
11:30-12:30(breakout in roundtables)

Tea/Coffee BreakRoundtable Dialogues for open discussion with all participants
Roundtable 1:
Higher Education Institutional policies
and strategies alignment with the
SDGs
Venue: C063
Session Chair: Jens Uwe Korten (INN
University) and Toshinori Kuwabara(Okayama University)

12:30-13:00(plenary sharing frombreakouts)

13:00-14:00
14:00-16:00

Roundtable 3:
Innovations in Research on ESD and
GCEDVenue: B006

Session Chair: Susan Nacey (INN
University) and Daniel Fischer(Leuphana University Lüneburg)

Venue: C064

Session Chair: Stine Grønvold (INN
University) and Masahisa Sato (Tokyo
City University)
Plenary Sharing and Collective Discussion on key findings from 3 roundtable dialogues*each roundtable should elect 1 rapporteur and take 5 minutes to present the main points of discussion from their session
Venue: Auditorium 3
Lunch
Workshops
Workshop 1:
ESD Active Learning methodology
workshop
Organised by Centre for Collaborative
Learning for Sustainable Development
at INN University
Venue: C064
Facilitated by Bente Knippa Vestad andSacha de Raaf-Kalseth

16:00-16:30

Roundtable 2:
Innovations in educational
programmes for achieving
Sustainability-competent graduatesand change agents

Workshop 2:
Early Career Researchers joint seminar
Masters and Ph.D. researchers from Okayama University and INN University
present, share and discuss their research. International professors will provide
comments and feedback.
Venue: B006
Session Chair: Robert J. Didham (INN University)• Xingxing Zhou – Ph.D. Candidate, Okayama University• Ingunn Solbakken – Ph.D. Candidate, Inland Norway University of Applied Sciences• Nagisa Yamada – Ph.D. Candidate, Okayama University• Ayuha Miyamoto – Masters student, Okayama University• Yansong He – Ph.D. Candidate, Okayama University

Tea/Coffee Break
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17:30
18:00-19:00
19:30-21:00

Maxi taxi leaves from hotel Astoria to Domkirkeodden
Cultural Event
Medieval Tour around Domkirkeodden
A maxi taxi will take us from the hotel to the cultural event. The tour will last one hour inbeautiful settings. The maxi taxi will drive us back to the restaurant after the tour has ended.
Group Dinner
At Victoria Haven restaurant

Friday, 15th March 2024
9:15-11:00

Plenary 4 – Reimaging our Futures Together – the pathways forward
Venue: Auditorium 4
Session Chair: Daniel Fischer (Leuphana University Lüneburg)
Keynote Speaker: Frans Lenglet (Uppsala University)

11:00-11:30
11:30-12:30

Panel Discussion: How can educational institutions support and contribute the “new social contract for education” andthe collective work of reimaging our futures, in order to achieve futures that are just, shared and interdependent?
What are specific pathways forward for higher education institutions to become beacons of sustainability andgenerating social impact for achieving the transformations needed to achieve sustainable futures?
Panellists/Respondents:- Frans Lenglet (Uppsala University)- Victoria Thoresen (INN University)- Lili-Ann Wolff (University of Helsinki)- Annette Scheersoi (University of Bonn)
Tea/Coffee BreakClosing Ceremony
Venue: Auditorium 4
MCs: Robert J. Didham (INN University) & Hiroki Fujii (Okayama University)
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12:30-13:30

Lunch

14:00-15:00

Optional School Visit to Rollsløkken primary school
Rollsløkken school is a partner school that is strongly engaging with integrating the interdisciplinary themes on sustainable
development, citizenship and democracy into their teaching and their school environment.
The school rector, Pål Marius Skjærstad, will introduce these initiatives to us and describe how the school is working todevelop a sustainable learning environment.
Note: We will depart the university campus at 13:30 and walk to Rollsløkken. The school is 1 kilometre from our campus
and should take ~20 minutes to reach.

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Keynote Speaker - Bios and Abstract
Victoria W. Thoresen
Professor Emerita, Centre for Collaborative Learning for Sustainable Development,
Inland Norway University of Applied ScienceAs an educator and researcher, Victoria W. Thoresen has specializedin curriculum development, global education, consumer education,and education for sustainable development. In addition to having
written scholarly articles and textbooks, Thoresen has been ateacher trainer as well as an international educational consultant
around the world. She was leader of PERL, The Partnership for
Education and Research about Responsible Living, (a network of 140
universities in 50 countries) and founder and director of The
Collaborative Learning Centre for Sustainable Development.
Thoresen has worked closely with UNEP, UNESCO and otherinternational agencies concerned with sustainable development
particularly in connection with the 10-Year Framework of Programs(now known as the One Planet Program) about Sustainable
Consumption and Production’s program on Sustainable Lifestyles
and Education; as well as having been a key partner with the U.N. Decade on Education for Sustainable
Development and the Global Action Plan for Education for Sustainable Development. Thoresen was
appointed UNESCO Chair for Education for Sustainable Lifestyles in 2014 and has been an invited speakerat many international conferences. She is presently professor emerita at Inland Norway University ofApplied Sciences.

Keynote Speaker in Plenary 1 – Aligning ESD with inclusive, quality education for all– the foundation of values and culture in learning institutions(Wednesday, 13th March 2024 at 9:45-11:15 in Auditorium 4)
Inclusive, quality education has been defined as a universal learning process that produces global citizens
who actively foster peace, justice and sustainable development. In a world where conflict, competitionand consumerism dominate, efforts to create cultures of compassion and collaboration encounter amultitude of obstacles, the most daunting being the adjustment of the fundamental values that steer thepractices that facilitate learning. Present values stem from a paradigm of prosperity based upon economic
growth. Education for sustainable development aims to facilitate learning processes that contribute to aparadigm in which prosperity means the constant care of the planet, the just distribution of resources,
and the well-being of everyone.
Is inclusive, quality education a realistic possibility in the foreseeable future? Can the values that motivate
ESD contribute to redefining the purpose and practice of education towards “better” education for all?
Will aiming at common goals result in the stereotyping of education or is it possible to move in similar
directions via a diversity of approaches?

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Lili-Ann Wolff
Associate Professor, University of Helsinki
Lili-Ann Wolff (D.Ed.) is an associate professor in environmental education
at the Faculty of Educational Sciences at the University of Helsinki in
Finland, and a member of Helsinki Institute of Sustainability Science(HELSUS). In addition to education, she has degrees in science andphilosophy. Her research includes science education, sustainability
education and philosophy of education (e.g., Bildung theories) fromtransdisciplinary and critical views combining education (theory, policy,
and empirical studies), philosophy (ethics, philosophy of science, etc.),
science, and art. She collaborates with researchers from various continents
and disciplines. Among her research topics are education in the
Anthropocene, transformative learning, transdisciplinary education,worldview education, sustainability management, and phenomenonbased learning. Her empirical studies include educational settings from preschool to higher education.
Wolff has a long experience of international collaboration and networking as a member of many strategic
working groups, and she has been engaged in politics and the development of environmental andsustainability education on many levels and in several contexts. Among them are Nordic expert groups
like the current Nordic Expert Group on Education for Sustainable Development. On European level, she
is at present a Finnish Management Committee member in the EU Cost Action PHOENIX – Protection,
Resilience, Rehabilitation of Damaged Environment, and the Finnish Nature Panel. At the own Faculty, she
has been the leader of the development and research project Sustainable World Heritage Learning
through a Phenomenon-based Approach (SveaSus) from 2017-2024.
Wolff has edited books and written numerous and diverse articles and book chapters including bothscientific papers and popular science items. They are published in Finnish as well as in international
publications. The number of her publications are in total more than 200, and among the many publishers
are Edward Elgar, Oxford University Press, Routledge, and Springer.

Keynote Speaker in Plenary 2 – Integrating interdisciplinary and transdisciplinary
approaches for ESD and GCED in teacher education(Wednesday, 13th March 2024 at 14:00-15:30 in Auditorium 4)
Multidisciplinary, interdisciplinary, and transdisciplinary are all forms of cross-disciplinary. The mostadvanced of these concepts is transdisciplinary, which entails mutual research and learning processes
involving researchers as well as non-academic staff. Transdisciplinary research and education are
increasingly advocated as routes towards sustainability. This is obvious in international policy documents,
not least in the Sustainable Development Goals (SDGs). Transdisciplinary research connects researchers,
policy makers and various other stakeholders in a mutual change process. In this process, the participants
investigate and learn to understand issues and solve problems that extend separate disciplines boththeoretically and methodically. Consequently, various expertise and forms of knowledge unite to tackle
challenging real-world problems in all their complexity. As a learning process transdisciplinary requires
imagination, creativity, insight, vision, and originality since the changes are temporal and spatial andinvolve a complexity of social-ecological interaction. The global environmental challenges call for
multifaceted experiences of and compound insight in how to engage in complex topics. To promotetransdisciplinary understanding, education needs to deal with the complexity of knowledge, but also to
train the students in intricate thinking, negotiation, and problem-solving. In this speech, I will discuss thevarious forms of cross-disciplinarity and their educational consequences. In focus is the challenges oftransdisciplinary approaches in higher education, more specifically in teacher education settings.
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Annette Scheersoi
Vice Rector of Sustainability, University of Bonn
University of Bonn Annette Scheersoi studied to become a Biology and
French secondary school teacher in Germany and France. Her experience
involves teaching at different types of schools, including bilingual biology
classes. She furthered her academic journey by completing a doctoral
thesis focused on developing an ecology exhibition for a natural history
museum, with a particular emphasis on new media. Since 2005 she is abiology teacher-trainer and researcher, initially at Frankfurt University andlater at the University of Cologne. Since 2013, she holds the position ofProfessor of Biology Education at the University of Bonn. Her research
focuses on interest development and environmental education in out-ofschool learning environments such as museums, zoos and botanicalgardens (formal and informal learning). Throughout her career, Annette
Scheersoi has actively participated in numerous European science education projects. Presently, she leads
the coordination of the international “Multipliers” project which concentrates on promoting students' andcitizens' active engagement with socio-scientific issues relating to environmental, health, andsustainability themes. In 2021, Annette Scheersoi was elected Vice-Rector for Sustainability at her
university for a four-year term.

Keynote Speaker in Plenary 3 – Accelerating the ESD agenda in Higher Education –how universities can strengthen their roles in supporting achievement of the SDGs
(Thursday, 14th March 2024 at 9:15-11:00 in Auditorium 3)
Universities can play a key role on the path to a sustainable future. Serving as both research andeducational institutions, they actively address contemporary challenges. Through research, they strive tofind solutions to the pressing issues of our time, while as educational establishments, they make asignificant contribution to shaping the minds of young individuals, nurturing future leaders, professionals,
and responsible citizens.
To truly meet their role and support the achievement of the SDGs, universities must undergo a thoroughtransformation, weaving sustainability into every aspect of their existence. Adopting a comprehensive,
multi-faceted approach that encompasses the entire institution is imperative. This approach involves not
only academic components but also extends to campus operations, governance and transfer activities.
In my presentation, I will provide an illustration of such a whole-institution approach, examining various
strategies that universities can adopt to increase their impact in advancing societal transformation andfostering a sustainable future.

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Frans Langlet
Former Director of the Swedish International Centre of
Education for Sustainable Development (SWEDESD),
Uppsala University
With an academic background in the social sciences, Frans Lenglet has
been professionally active in many countries and continents. He has
worked as researcher, manager, teacher and consultant in theintersecting domains of education, training, learning andcommunication, higher education, development, transformation andsustainability. He has worked with universities, NGOs and national andinternational organisations including UNESCO, ILO and the World Bank.
He was the first Director of the Swedish International Centre of Educationfor Sustainable Development (SWEDESD), 2008-2015. As a member ofdifferent international civil society organisations, he is actively engaged
in the development and application of approaches and methods of“transformative learning” and “sustainability learning” in formal, nonformal and informal educational settings. Such learning aims at empowering individuals, communities
and organisations – in their diversity – to make choice and decisions about just and fair cultural, social,economic and bio-physical conditions that affect their own well-being and the well-being of other people,
all living beings and future generations, within planetary boundaries.

Keynote Speaker in Plenary 4 : Reimaging our Futures Together – the pathways forward(Friday, 15th March 2024 at 9:15-11:00 in Auditorium 4)
Each day, people are making choices and decisions – under varying degrees of freedom and compulsion– about the cultural, social, economic and bio-physical conditions that affect their own well-being as wellas the well-being of other people, other living beings and future generations. If the future was a onceand-for-all defined and determined fixed-end goal, it would restrict the scope and range of behaviouraloptions or pathways. It would result in compulsory, if not repressive, systems of enforcement demanding
diligent, disciplined and complacent citizens. If, in contrast, the future is seen as an emerging andcontinuously redefined property, the range of the pathways to actions becomes larger and more diverse,
harbouring greater potential for dealing with the important challenges of our time. These pathways areto be explored by inquisitive, creative, caring and courageous citizens. My keynote speech will offer
reflections on the future that is starting today; on how ESD/GCED can contribute to empowering students
and learners to embark on the pathways into that future; and, how those pathways could look like in in
Higher Education.

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Parallel Presentation Abstracts (1A)
Wednesday, 13th March 2024 at 11:45-13:00 in Biohuset 2N1102
Schools enabling Transformative Learning for Sustainability
Session chair: Knut Øystein Hovik (INN University)
Education for Sustainable Development - An interdisciplinary approach
Karen Parish
Associate Professor, Inland Norway University of Applied Sciences
In 2017, Norway began a reform process of the national curriculum, which included the addition of threeinterdisciplinary topics. These are Democracy and Citizenship; Public health and Life skills; and Sustainable
Development. The realisation of these reforms is explored through the selection of three case studies thatoffer different approaches. The first of these cases is a state funded elementary school with students
between the ages of 6-13. The school is part of a research project with an All-day approach that is offeredto pupils up to 4th grade. The whole-school approach is visible through the Positive Behaviour,
supportive Learning Environment and Interaction (PALS) model, which the school has embraced. The
second case is a state funded lower secondary school with students between the ages of 13-16. This caseidentifies sustainable development as a priority area and has adopted a whole-school approach tostrengthen this focus. The third case is a private Steiner school with both elementary and lower secondary
level with students between the ages 6-16. The whole-school approach is visible through the Steiner
pedagogy. Findings suggest that in all three of the case studies a whole-school approach is important for
the implementation of ESD projects and initiatives, as supported by the literature (Greenpeace, 2021;
Henderson and Tilbury, 2004). A further finding suggests that a whole-school approach was also
important for the promotion of ESD competences (Bianchi, G., Psiotis, U. & Cabrera, M., 2022; Glasser &Hirsch, 2016; Rieckmann, 2018). In addition, the active engagement of external actors also played a keyrole in the implementation of ESD initiatives and in one of the schools the whole-school approach
extended to these external actors. However, two of the cases identified the biggest challenge to ESD
being lack of engagement on the part of some colleagues and this is something the schools continue towork on. In one of the case studies the All-day school approach was seen as a positive contribution toboth the development of a whole-school approach and the promotion of ESD competences.

Climate Change Awareness among Elementary School Children in East Asia

Khalifatulloh Fiel'ardh
Assistant Research Professor, Okayama University
This presentation highlights results of a survey focused on gauging climate change awareness among
primary school children across East Asia. The project engaged sixth-grade children from 48 primaryschools in China, Japan, South Korea, and Mongolia, totalling 3,984 respondents. Each participant
responded to an attitude scale, crafted in alignment with UNESCO's ESDGs Framework. The responses
were analysed with cross-tabulation to underscore variances and parallels in climate change perceptions
among the diverse student cohort, also evaluating the effectiveness of current climate change education.
The survey revealed a diverse range of knowledge and emotional responses to climate change among
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students. Notably, students from Japan and South Korea showed a strong understanding of climatechange mechanisms, such as the greenhouse effect and human contributions to global warming. However,these students were less inclined to take proactive environmental actions, indicating a disconnect
between their knowledge and willingness to act. In contrast, Mongolian students displayed a high levelof enthusiasm for taking direct action and had a well-rounded understanding of the impacts of climatechange, suggesting that climate education is particularly effective in Mongolia. Chinese students, on theother hand, showed considerable awareness of climate change but had varying levels of understanding
about the role of human activities in causing climate change. These findings point to a complex mix ofknowledge, emotional reactions, and readiness to take action against climate change across the surveyedcountries. They emphasize the need for climate change education that not only informs children about
the issue but also motivates them to apply their knowledge in practical ways. Adopting tailorededucational strategies that leverage the strengths and address the weaknesses in each country's approachcan enhance both awareness and active engagement in climate action among young learners in East Asia.

Teaching about Coexistence Between Nature and Human:
Folktales as a Learning Material in Elementary School Science
Karen Onodera
Lecturer, Kyoto Koka Women's University
Understanding the coexistence between nature and humans is a basic concept required in modern society.
In this study, we verify the effectiveness of folktales as teaching material in science education byincorporating folktales into the fifth-grade elementary school science unit, “Functions of Running Water
and Changes in the Land”. We investigate the effects of folktales that express ancestors’ perspectives onnature on pupils’ ideas about the coexistence between nature and humans. Additionally, we explore thepossibility of using folktales about the flooding river in science education. Our practical research indicatedthat for some pupils, exposure to their ancestors’ views of nature helped them develop and refine theirideas about their connection to and relationship with the river. Folktales vividly depict the nature of thepast in the places where the pupils live, offering a glimpse into their ancestors’ different views on naturethat differ from present-day views. It is considered that, by coming into contact with the folktale, pupils
were able to enter a situation that transcended time, allowing them to think about and empathize withthe people who lived with the river. It is suggested that this connection is related to the results describedabove.

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Parallel Presentation Abstracts (1B)
1B: Wednesday, 13th March 2024 at 11:45-13:00 in Biohuset 2N1103
Citizenship, Inclusion and Engagement in Sustainability Learning
Session chair: Thor André Skrefsrud (INN University)
How to Reform Education from the Perspective of Forminga Sustainable Society: Focusing on Citizenship Education
Toshinori Kuwabara
Professor, Okayama University
In this study, I discuss the impact of the perspective of forming a sustainable society on education, in lightof recent developments in ESD. I will examine its impact, particularly from a practical perspective, andidentify how it transforms teaching and learning. In doing so, I will focus specifically on citizenship.
Citizenship education is an education that develops members of society. However, in light of theformation of a sustainable society, citizenship education is expected not only to have the mission of
nurturing the members of the present society, but also to nurture the members of the future society, andto shape the future society. I would like to clarify how citizenship education should respond to thesepreviously unthinkable demands.

Inclusion and Sustainability in Education
Ann-Cathrin Faldet1 and Kari Nes2
1Associate Professor, Inland Norway University of Applied Sciences
2Professor Emerita, Inland Norway University of Applied Sciences

Our point of departure is a research interest in inclusion in education, which for a long time has been oneof the basic perspectives in the Norwegian national curriculum. Increasingly even sustainability hasentered the curricula as another basic issue. Both concepts – inclusion and sustainability – rest on basic
values, some of which are shared. But to what extent are these two concepts related in texts about
education? Research questions:
Inclusive education (IE) – education for sustainable development (ESD), to what extent are the twoconnected in international research and policy papers? How is inclusion and sustainability framed in the
Norwegian National Curriculum for Primary and Secondary Education?
Preliminary results – examples:
From a sustainability text: The sustainable development goal about education (SDG 4) claims that
education should be inclusive, “Ensure inclusive and equitable quality education…”. In detailing this goal,
issues of gender, ethnicity, (dis)ability and other potentially vulnerable situations are addressed.
From an inclusion text: UNESCO’s Global Education Monitoring report about inclusive education (2020)
links inclusion closely to implementation of the SDGs: “Inclusion is a moral imperative and a condition forachieving all the SDGs, particularly sustainable, equitable and inclusive societies”…

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Several shared characteristics occur in the policy texts, be they about inclusion or about sustainability:
Citizenship, community, democracy, (non-)discrimination, diversity, equity, vulnerability.
In thecurriculum, e.g. the need to recognise diversity is mentioned several times in the introductory part and insocial science, but is absent in subjects like natural science and physical education.

Participatory action research in environment and sustainability education

Shepherd Urenje
Program Specialist, SWEDESD, Uppsala University
This presentation will highlight the urgency for quality and relevance in education as a response to thecurrent global dysfunction. It will show why and how the role of education needs to change to confront
21st-century global challenges by integrating Education for Sustainable Development (ESD) into higher
education.

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Parallel Presentation Abstracts (2A)
Wednesday, 13th March 2024 at 16:00-17:15 in Biohuset 2N1102
Integrating Interdisciplinary Approaches on ESD within Teacher Education
Session chair: Masahisa Sato (Tokyo City University)
Heritage Conversation Cards--A toolkit for activating legacy
as a foundation for ESD in teacher education
Victoria W. Thoresen
Professor Emerita, Centre for Collaborative Learning for Sustainable Development,
Inland Norway University of Applied Sciences
This presentation introduces a project dealing with the creation and use of local and global heritage
conversation cards that provide stories of life experiences and knowledge that can serve as seeds forchange towards more just and sustainable ways of living together. Springing from the Handprint CARE
and Fundisa for Change initiatives and based on the research of V. Farnsworth and E. Wenger-Trayner(2016) as well as A. Edwards (2014) on social learning in communities of practice, this project focuses on
sharing stories that invite inquiry, deliberation and actions for change. It seeks to stimulate learning as asituated, cultural-historical process of ethics-led development. The cards deal with lifestyle themes thatare common to everyone.
On one side of the cards, African voices tell of traditional knowledge and practices. On the other side,
Nordic indigenous practices are shared. Potentially, stories from other cultures can be added. The
approach uses the concept of eZiko in which South African families gathered around the hearth (eZiko)
to cook (sipheka) and share food, insights and ideas (sisophula). eZiko was identified by Goduke (2005,2012 and 2013) as a vehicle for intergenerational learning that served to broaden horizons, to promotestewardship and to activate a moral obligation to strengthen sustainable development in communities ofpractice and change. Learning processes often take the form of iintsomi, amaqhalo nezaci, neziduko –folktales, idioms and panegyric legends and other performative rituals. Two Sami concepts, that of láhi
and attáldat serve as a framework for Sami pedagogy that not unlike eZiko, takes into account the central
role of the holistic Sami worldview and practices.

Reconsideration of the diverse interplay between plants
and human beings for interdisciplinary education
Taro Harada
Associate Professor, Okayama University
The School of Education, Okayama University, started providing a program for interdisciplinary education
including ESD (education for sustainable development) and STEAM (science, technology, engineering, artsand mathematics) in its new curriculum, in which science education is expected to play an important role.
Plants are key components both in the natural ecosystem and human society. In the context of biodiversity,
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one of the pivotal concepts in ESD, plant life is described in terms of its habitat and evolutionary history.
In my botany laboratory, for example, various plant materials from aquatic plants to ornamental flowers
are used for specific physiological and molecular biological studies. Connections between laboratory
experiments and ecological investigations could be further facilitated by introducing environmental DNA,
which enables us to trace plant distribution and plant-insect interactions in nature. Although plants cansense environmental stimuli and communicate with each other using chemicals, they are not proactive inplant-human relationships. Plants are utilized in ‘arts’ for STEAM in various aspects, mirroring humancreativity. Master’s students in Graduate School of Education, Okayama University, undertake PBL(project-based learning) courses during the first year. They practice PBL after learning its methodology,
addressing various problems in educational science. This year, I facilitated a PBL team inquiring creativity,
inviting children from nearby elementary schools and encouraging them to interact with nature in
Tsushima Campus of Okayama University. The team observed how the children interact with nature andconcluded that they exhibited creativity during the interaction, which was also acknowledged by theiraccompanied parents. A university campus has a potential to provide opportunity for children to learn
how to communicate with plants, where plants provide the opportunity to nurture creativity.

Teacher educators and their views on interdisciplinary teaching
Knut Øystein Hovik
Associate Professor, Inland Norway University of Applied Sciences
Interdisciplinary teaching within teacher education has the potential to inspire future teachers to take anactive role in solving existing and future societal challenges. 2020 saw the implementation of a revised
national curriculum in Norwegian primary and secondary education. The revised curriculum includes threeinterdisciplinary topics that teachers need to integrate in their teaching: health and life skills, democracy
and citizenship and sustainable development. This study forms part of the research and development
project BRIDGES and looks at teacher educators and their views on interdisciplinary teaching. The aim of
the BRIDGES project is to develop, strengthen and systematise interdisciplinary teaching and learning
activities in teacher education, with a particular focus on the abovementioned interdisciplinary topics. This
study looks at how teacher educators from different subjects in teacher education understand and seeinterdisciplinary teaching. Focus group interviews were conducted with a representative number (3-4)
from different subject areas (e.g. English, Mathematics, Natural Sciences, Norwegian, Pedagogy, Social
Studies). In the interviews, participants reflected on the responsibility for implementing interdisciplinaryteaching, factors that strengthen or hinder interdisciplinary collaboration, and whether there aresimilarities or differences between the different subject areas. Preliminary findings suggest that teacher
educators from different subject areas experience different sense of responsibility when it comes tointegrating and implementing the interdisciplinary topics. Further, participants from all subject areas
address the lack of arenas where interdisciplinary work and collaboration can take place.

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Parallel Presentation Abstracts (2B)
Wednesday, 13th March 2024 at 16:00-17:15 in Biohuset 2N1103
Innovating Educational Programmes with the inclusion of ESD perspectives
Session chair: Khalifatulloh Fiel'ardh (Okayama University)
Melding Service Learning with Promotion of Sustainable Consumption:
Insights from the B.Sc. (Hons) Home Economics Programme at the University of Malta

Suzanne Piscopo
Professor of Home Economics, University of Malta
The aim of the B.Sc. (Hons) Home Economics (HE) programme at the University of Malta is to offer
students professional training for career paths leading to improvement of the quality of life and wellbeingof individuals, families and communities. The programme focuses on responsible resource management
and sustainable lifestyle strategies encompassing food, nutrition, health, family functioning, housing,interiors, textiles, fashion, personal finance and consumer affairs. Within the 3-year programme students
have myriad opportunities for engaging in tasks ‘of service’ to others. The tasks are typically either
assessments for different study-units, or tasks which are integral to the students’ yearly placements; andcan range in duration from a few hours to a few weeks. Whereas some indirect feedback on Service
Learning (SL) in the HE course had been obtained previously through annual student evaluations, an
exercise was carried out to obtain specific feedback from recent graduates, lecturers of pertinent studyunits and placement hosts. A mini online survey was conducted using three similar tools, looking at
positive and negative features of the SL experiences. This was augmented with an analysis of a purposive
sample of students’ reflections in their placement report. The findings revealed that students appreciatedthe opportunity to apply knowledge and skills learnt during the B.Sc. (Hons) HE course to improvedifferent literacies of the target persons, or to help collect data which would be of value to the wellbeingof others. The students, lecturers and placement hosts agreed that SL opportunities helped students tohone their organisational, communication and teamwork skills. Placements also helped hosts understandbetter HE’s ‘caring’ value in society. Challenges mentioned regarding SL tasks were mainly logistical andrelational. The results will be used to inform revision of the B.Sc. (Hons) HE programme to better
streamline SL as a pedagogic tool within the various components.

Perspectives on Partnerships for Interdisciplinary Work –Students’, Teachers’ and Teacher Educators’ Perspectives
Bente Knippa Vestad
Advisor, Inland Norway University of Applied Sciences
At Inland Norway University of Applied Sciences, interventions have been initiated to strengthen
cooperation between teacher education and practice schools on interdisciplinary work. The course
description for our practical training in our 2nd academic year has been changed. Interdisciplinary
work is written here as a content point, and the theme of the professional seminar is "differentiatedinstruction in interdisciplinary work". In addition, adjustments have been made to the practiceCore-to-Core Seminar Programme Book | 23

preparation day to meet the change in topics. In the autumn of the 2nd academic year, the students
have worked on developing multidisciplinary, interdisciplinary and transdisciplinary teaching
programmes, this is also informed about at pre-practice meetings with practice teachers.
Interdisciplinary work has been revised in the study plans for teacher education, the progression
staircase to ensure overall quality. An interdisciplinary seminar has been arranged for teacher
educators We have contact with two practice schools where students will work interdisciplinary inthis practice. An elementary and middle school. In connection with this, interviews will be conductedwith the student, teacher and practice supervisor about whether the changes made have any effectand what further needs to be improved. Project participants have worked on raising the competenceof teaching staff in primary school regarding interdisciplinary work prior to practice.
We expect that both student, teacher and teacher educator experience better coherence between
the different parts that link to interdisciplinary work. It may be relevant to retrieve data from students
who do not work interdisciplinary in the practice. We also expect that it will focus on what and how
different topics contribute competence towards this practice.

New UNESCO Chair on Teacher Education for Sustainable Development
at the University of Ljubljana, Slovenia
Gregor Torkar
Professor, University of Ljubljana
The purpose of the Chair shall be to promote an integrated system of research, teaching and training, as
well as community engagement and communication. It will facilitate collaboration between high-level,internationally recognized researchers and teaching staff of the Host Institution and other institutions in
the country, as well as elsewhere in the region and in other regions of the world. The specific objectivesof this Chair are to:promote systemic, whole-institution approach to Education for Sustainable Development by way ofreinforced networking with representatives of various stakeholder groups from universities, faculties,
research institutions, educational authorities, UNESCO Associated Schools, UNESCO World Heritage
Sites, outdoor education centres, museums, etc.;
develop educational strategies for teachers, educators, and students to facilitate the transition to asustainable future for all;generate research activities focused on educating and raising awareness of sustainability issues withall relevant stakeholder groups in education;
promote sustainability initiatives and projects, through international conferences, workshops, newstudy programmes and courses, as well as generate high-quality publications, etc.; andcooperate closely with UNESCO, other UNESCO Chairs and UNITWIN Networks on relevant
programmes and activities.

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Early Career Researcher Abstracts
Thursday, 14th March 2024 at 14:00-16:00 at B006
Early Career Researchers Joint Seminar
Session chair: Robert J. Didham (INN University)
Unit development research on global citizenship education aimed atbuilding a multicultural society - From the viewpoint of the balance
between diversity and unity
Xingxing Zhou
Ph.D. Candidate, Okayama University
This research focuses on the balance between diversity and unity and attempts to clarify the form ofglobal citizenship aimed at building a multicultural society. Additionally, I will demonstrate curriculum
structure theory through an analysis of the social studies curriculum in Ontario, Canada, and lesson
structure theory through the development of specific units and their implementation. In this meeting, I
would like to present the three units developed above. Specifically, I will explain the role these three units
play in my doctoral thesis and the relationship between them. Below are the names of the three units.
1. Let's consider the nature of writing and language in a multicultural society.
2. Aim to achieve carbon neutrality.
3. Let's contemplate countermeasures against infectious diseases during the coronavirus pandemic.

Sustainability issues and competences in teacher education
Ingunn Solbakken
Ph.D. Candidate, Inland Norway University of Applied Sciences
Education for sustainable development (ESD) has been implemented more strongly in the Norwegianteaching curriculum the recent years (Ministry of Education and Research, 2017). When implementing
sustainability, teachers are in a key position (Munkebye & Gericke, 2022), and teacher education is crucial(Arneback & Blåsjö, 2017). Sustainability issues are often complex and can be seen from various
perspectives. Interdisciplinary teaching in teacher training provides many opportunities to engage futureteachers in teaching related to societal challenges and sustainability issues. In addition, all teachers are
responsible of promoting sustainability competences such as critical thinking, problem solving, creativity,
reflection, and argumentation (Sinnes, 2015). However, there has been little focus on and cooperation
across subjects in teacher education, and there is a need for restructuring and change of work habits in
how teaching is carried out (Biseth et al., 2022).Teaching interdisciplinary about sustainable developmentby incorporating both social, economic, and environmental perspectives can be said to be such a common
vision, and in this study, we assume that this should be visible in course plans and teaching program
based on these course plans.

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In this paper, we will investigate how course plans in one teacher education program attend to socioscientific issues of sustainability and to sustainability competences, and how pre-service teachers reflect
on such issues and competences.
We aim to address the following research questions:
1. How do course plans in different subjects in one teacher education attend to socio scientific issuesof sustainability and sustainability competences?
2. How do teacher students taking a ESD science course reflect on socio scientific issues of sustainability,interdisciplinarity and sustainability competences?

Comprehensive learning at high schools aimed
at creating sustainable local communities
Nagisa Yamada
Ph.D. Candidate, Okayama University
This research is a presentation focusing on comprehensive learning in high schools with the aim of
fostering leaders of sustainable local communities. In Japan, a new ``time for comprehensive exploration''has begun in 2022. Through cross-sectional and comprehensive learning, this subject aims to develop thequalities and abilities to better solve problems and think about one's own way of life, which will be
important in the future. It is said to play a role.
10 years have passed since the voting age was lowered to 18 years old, and various studies and practices
have been reported so far. In particular, since the third year of high school corresponds to the age of 18,
content on political participation and the electoral system has become more important in high school. In
addition, classes are being held in which not only teachers but also various organizations andorganizations such as election commissions and local organizations participate as outside personnel.
In this study, we will take a case study of a high school that has been actively engaged in inquiry learning
even before the start of comprehensive inquiry time, and we will use interviews with high school teachersand students to examine examples of high schools that are engaged in community learning. I would liketo present. We believe that this kind of research will be useful in continuing integrated learning as asustainable form of education, in applying it to other types of schools, and in questioning the meaningof integrated learning itself.
In my presentation on the day, I would like to focus on general learning at high schools, which I havebeen involved with, and report on the results of interviews about the high school curriculum and thesignificance of student learning.

Lesson Structure Theory of Civil Law Learningfor Making Legal Judgments Based on Moral Principles
Ayuha Miyamoto
Masters student, Okayama University

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This study is to develop a Law-Related Education program of civil law study aimed at fostering
independent citizens, and to clarify the theory of lesson composition of civil law study based on the resultsof this study. For this purpose, after examining the theory of civil law studies, we present a unit developed
based on this principle, using "morality" as the methodological principle. In Japan, following the loweringof the age of majority in April 2022, even high school students are required to acquire the same consumer
qualities as adults. It is necessary to consider the study of civil law that enables the development ofqualities and abilities as a consumer in high schools.
Law-Related Education in conventional social studies pedagogy has focused on the study of constitutionallaw. In the past, most of the constitutional law studies were based on constitutional values to make legal
judgments, but it may be difficult to apply the same principles of class structure to the study of civil law.
With the aforementioned background, it may be necessary today to examine the theory of class structure
for legal education as civil law learning.
The significance of this study is the following three points. The study shows a concrete method of LawRelated Education lesson that tries to examine the essential points of "representation" and "contract" by
proposing a theory of class structure based on the research results of civil law studies, the study focuseson "morality" in civil law studies to which the principles of class structure of constitutional law studies
cannot be applied as they are, and the study shows the principles of class structure for conventional
consumers. It also attempts to overcome the conventional consumer education by examining the qualities
and abilities as a civic citizen.

Research on the Content Structure and Teaching Methods of LRE
Incorporating Civil Law－An Analysis of Chinese "Morality and theRule of Law" Secondary School Textbooks
Yansong He
Ph.D. Candidate, Okayama University
This study clarifies the principles and methods of developing conflict resolution skills in Chinese civil law
learning through an analysis of middle school "Morality and the Rule of Law" textbooks and teachers'
instruction manuals. As society becomes increasingly private and informational, conflicts of rights
between individuals are increasing, and the need for legal education based on civil law is growing. This
study analyses the characteristics of the content structure and teaching methods aimed at incorporating
civil law in "morality and the rule of law" and cultivating conflict resolution skills. Civil law learning in China
is a comprehensive study of rights and obligations ranging from family relations to property relations.
The content is integrated in accordance with students' growth, and teaching methods that emphasize theprocess of conflict resolution are adopted. Teachers present students with disputes over property rights
and personal rights and encourage them to think about the conflict and resolution of civil rights, so thatstudents can acquire civil law principles and resolve disputes.

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