Core-to-Core Programme Joint Seminar 2022

Bridging Ideas Between Asia and Europe
for Promoting Education for Sustainable
Development in Higher Education
Programme Book

Co-organized by University of Ljubljana, Slovenia and Okayama University, Japan
Supported by the Slovenian Research Agency (SRA), Slovenia andJapan Society for the Promotion of Science (JSPS), Japan
14-17 September 2022, Ljubljana, Slovenia

Welcome Message

Dear colleagues and guests,
We are all very pleased that we managed to organize the face-to-face joint seminar "Bridging ideas
between Asia and Europe for Promoting Education for Sustainable Development in Higher Education".
In today's conditions (e.g. covid-19), this is an organizational challenge in itself. We are also pleased withthe very large participation of our colleagues from distant Japan and the response of the invited speakers
who will enrich the event with their thoughts. Special thanks to Dean Professor Dr. Atsushi Takase,
Professor Dr. Hiroki Fujii and their colleagues for very efficient collaboration in preparing the event andfirst research outputs.
Despite the geographical distance, we all have an important common goal: creating a more sustainable
future and to discuss the role that tertiary education plays in this.
We wish everyone a very fruitful seminar in Ljubljana, Slovenia.
Sincerely,

Gregor Torkar, Ph. D.
Professor
Faculty of Education, University of Ljubljana
Slovenian Coordinator of the Core-to-Core Programme “Formation of Centre of Excellence toPromote Teacher Education for ESD: Towards Achieving the SDGs”

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Welcome Message

Dear colleagues and guests,
I am very glad to see the successful launch of the Core-to-Core Programme Joint Seminar “Bridging ideas
between Asia and Europe for Promoting Education for Sustainable Development in Higher Education”.
The seminar, which is co-organized by University of Ljubljana, Slovenia and Okayama University, Japan
with support from the Slovenian Research Agency, Slovenia and Japan Society for the Promotion of Science(JSPS), Japan, will be held at Faculty of Education, University of Ljubljana, from September 14th to 17th,
2022. On behalf of all participants, I would like to give special thanks to Dean Professor Dr. Janez Vogrinc,Professor Dr. Gregor Torkar and the seminar officers for inviting us and welcoming us to this augustinternational forum.
The purpose of the seminar is to discuss recent progress of a whole-institution approach to ESD anddevelop good examples of the approach in order to mainstream ESD in all aspects of teacher education
institutions. It is hoped that the seminar will encourage international cooperation in this field andstimulate endeavours in Asia, Europe and other regions.
I deeply appreciate your coming to share with us this unique, memorable experience in Ljubljana, Slovenia.
Sincerely,

Hiroki Fujii, Ph. D.
Professor
Faculty of Education, Okayama University
Japanese Coordinator of the Core-to-Core Programme “Formation of Centre of Excellence toPromote Teacher Education for ESD: Towards Achieving the SDGs”

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Contents
Welcome Messages
Contents
Concept Note
Programme Schedule
Programme Details (according to the programme schedule)
1. Keynote Speeches
2. Joint Research Presentations
3. Poster Presentations
4. ESD Workshop
5. Invited Speeches
6. Research Presentations
7. Students Seminar

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Core-to-Core Programme Joint Seminar 2022
“Bridging Ideas between Asia and Europe for Promoting Eucation for Sustainable
Development in Higher Education”
Co-organized by University of Ljubljana, Slovenia and Okayama University, Japan
Supported by the Slovenian Research Agency (SRA), Slovenia andJapan Society for the Promotion of Science (JSPS), Japan
Ljubljana, 14-17 September 2022
Concept Note
1. Background
Education for Sustainable Development (ESD) occupies a prominent place in the 2030 Agenda for
Sustainable Development and the Sustainable Development Goals (SDGs) adopted by the United Nations(UN). It is “a vital means of implementation for sustainable development” and “a key enabler” of all theSDGs, as affirmed by the UN General Assembly in its resolution 72/222.
Educators including teachers have a crucial role to play in this global pursuit of sustainable development
through education. As UNESCO’s new ESD promotion measure “ESD for 2030” recognizes, educators are“key actors in facilitating learners’ transition to sustainable ways of life.” They can facilitate learning forsustainable development.
Recognizing the critical importance of educators in the SDGs, Okayama University, the only UNESCO Chair
on ESD in Asia, launched the JSPS Core-to-Core Programme (Type B. Asia-Africa Science Platforms) (FY
2017-2019). It established core research exchange institutions for ESD teacher education and theiracademic network in Asia and contributed to building the capacities of the next generation of researchers.
Subsequently, the University obtained a grant sponsored by the Japanese National Commission for
UNESCO (FY 2018-2019), and it developed the “Asia-Pacific ESD Teacher Competency Framework” and aguide for effectively disseminating the framework in collaboration with 34 institutions in 16 countries
across the Asia-Pacific region and with the support of UNESCO Bangkok and Asia-Pacific Cultural Centre
for UNESCO. The framework currently comprises a programme guideline for developing ESD teacher
education in the Asia-Pacific region and its research and educational achievements.
On the other hand, University of Ljubljana has participated in the UNESCO/UNITWIN Network in Educationfor Sustainable Lifestyles and conducted various researches for promoting teachers' ESD competency incollaboration with 27 institutions in 18 countries in Europe. An academic journal edited by the University
published a special issue on “Sustainable Development in Education” and reported fruitful results ofresearch and practice on ESD (see CEPS Journal, 3(1), 2013). The University has energetically developed
teacher education for ESD through various activities, including incorporating ESD into existing teacher
training programmes and courses, a green campus, and a student club on sustainability.
The whole-institution approach, directly linked to the institution’s organizational culture and theleadership and management of students and faculty staffs, is the key to mainstreaming ESD in all aspects
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of teacher education institutions. This approach, however, has not advanced sufficiently in any teacher
education institution worldwide, not just in Japan and Slovenia. As stated by UNESCO, achieving a
breakthrough in mainstreaming ESD necessitates teacher education institutions to provide good examplesof the whole-school approach.
2. Objectives
The overall goal is to organize an event that will promote the collaboration between University of Ljubljana
in Slovenia and Okayama University in Japan, both of which have outstanding achievements in ESD teacher
education in Europe and Asia-Pacific, respectively, and to develop good examples of a whole-institution
approach in ESD teacher education.
Specifically, the event is also aimed to achieve the following objectives:⚫
⚫
⚫

To better understand how to incorporate sustainability and ESD into all aspects of higher education
institutions, particularly teacher education institutions.
To report on progress in the development, implementation, and evaluation of teacher education
programmes and courses that is a critical component of a whole-institution approach to ESD.
To train young researchers on how to align their academic research with sustainability and ESD toensure the approach’s continued development.

3. Expected outputs⚫ Reports on the successes and lessons learned from integrating ESD into teacher education
programmes and courses, including a framework of indicators for evaluating such integration.
⚫ Sharing information between young researchers on their research and its alignment with theoverarching theme of sustainability, ESD and the whole-institution approach.
⚫ Suggestions and recommendations for fostering environments conducive to transforming teacher
education for sustainable development via a whole-institution approach.
4. Participants
The event will bring together approximately 50 participants onsite from University of Ljubljana, Okayama
University, and other universities, as well as online participants from partner institutions in Asia, Europe,and other regions of these universities.
5. Tentative time, Venue and Programme
14 – 17 September 2022 at University of Ljubljana, Ljubljana, Slovenia
Day 1: Opening, keynote speech, research presentation, workshop, welcome function
Day 2: Invited speech, research presentation, Students seminar
Day 3: School visit, wrap up, food events
Day 4: ESD excursion
6. Deliverables
Participants have submitted the following document prior to the event.
Participant
Master course students
PhD students
Professors and Keynote/Invited speakers

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Deliverables
Poster Presentation
Abstract and Poster and PowerPoint presentations
Abstract and PowerPoint presentation

Core-to-Core Programme Joint Seminar 2022
“Bridging Ideas between Asia and Europe for Promoting Education for Sustainable Development in Higher Education”
Co-organized by University of Ljubljana, Slovenia and Okayama University, Japan
Supported by the Slovenian Research Agency, Slovenia, Slovenia and Japan Society for the Promotion of Science, Japan
14-17 September 2022

Programme Schedule
The event will take place at the Faculty of Education, University of Ljubljana, Kardeljeva ploščad 16, 1000 Ljubljana.
University professors and graduate students from Asia and Europe who are interested in Education for Sustainable Development (ESD) in higher education,
especially teacher education, will participate in this seminar either on-site or online.
Wednesday, 14 September 2022
Registration
8:30 – 9:00
9:00 – 9:15

Opening Ceremony
Room: 048
Moderators: Gregor Torkar (University of Ljubljana, Slovenia) and Hiroki Fujii (Okayama University, Japan)
Opening remark by Janez Vogrinc (Dean, Faculty of Education, University of Ljubljana, Slovenia)

9:15 – 10:00

Opening remark by Atsushi Takase (Dean, Faculty of Education, Okayama University, Japan)
Agenda 1: Keynote speech
Room: 048
Moderator: Gregor Torkar (University of Ljubljana, Slovenia)
ESD for 2030 – Updates on the implementation and way forward
Jun Morohashi (UNESCO Headquarter, Paris)

10:00 – 10:45

Teacher education for sustainable development: Where do we stand and where should we go next?
Daniel Fischer (Wageningen University, The Netherlands)

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10:45 – 11:15

Coffee Break

11:15 – 12:15

Agenda 2: Research presentation
Room: 048
Moderator: Hiroki Fujii (Okayama University, Japan)
17 Sustainable Development Goals in the curricula of the selected undergraduate study programs at the Faculty of Education of
the University of Ljubljana
Gregor Torkar (University of Ljubljana, Slovenia)
Sustainability competence and general professional competence to teach ESD among Japanese pre-service teachers
K.F. Ardh (Okayama University, Japan)

12:15 – 13:30

Lunch

13:30 – 14:30

Agenda 3: Poster presentation
Room: Entrance Hall
Introduction to the PhD seminar by Janez Krek (University of Ljubljana, Slovenia)
Participants will present their research on posters and share their ideas.

14:30 – 16:30

Agenda 4: Workshop for all participants
Room: 048
Rooms: P044, P037
Participants will gain a better understanding of ESD by taking part in one of the workshops: the science education workshop
or printmaking workshop.

18:00 –

Guided tour of the city centre
Participants will enjoy a guided tour in the centre of Ljubljana.

Thursday, 15 September 2022
8:45 – 9:30

Agenda 5: Invited speech
Room: 048
Moderator: Karen Onodera (Kyoto Koka Women’s University, Japan)

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ESD promotion of teacher education institutions in the Philippines: A collaborative transformation process
Jestoni Babia (University of San Jose – Recoletos, the Philippines)
9:30 – 10:15

Strengthening quality and relevance in teacher education through integrating interdisciplinary approaches on ESD
Robert J. Didham (Inland Norway University of Applied Sciences, Norway)

10:15 - 10:45

Coffee break

10:45 – 11:30

Agenda 6: Research presentation
Room: 048
Moderator: Iztok Devetak (University of Ljubljana, Slovenia)
Green chemistry education and ESD initiatives
Vesna Ferk Savec (University of Ljubljana, Slovenia)

11:30 – 12:15

Multicultural teacher education on ESD for 2030 reflecting the situation of the immigrant background students
Tomonori Ichinose (Miyagi University of Education, Japan)

12:15 – 12:35

Nurseries of plant biodiversity and the seeds for sustainability in a seminatural environment in Okayama
Taro Harada (Okayama University, Japan)

12:35 – 14:00

Lunch

14:00 – 17:00

Agenda 7: Students Seminar
Room: 026, P038
Moderators: Janez Krek (University of Ljubljana, Slovenia), Iztok Devetak (University of Ljubljana, Slovenia), Toshinori
Kuwabara (Okayama University, Japan) and Koji Miyamoto (Okayama University, Japan)
Short presentations
Students will be divided into two groups, science education and social studies education, and will give brief presentations on
their research. They will discuss how to incorporate ESD/GCED foundational ideas into their research and formal education.

Friday, 16 September 2022
8:00 – 13:00

Agenda 8: Secondary School Visit
Participants will visit an ESD-focused secondary school in Naklo and learn about whole-school approach initiatives on ESD.

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13:00 – 14:30

Lunch

14:30 – 16:30

Agenda 9a: Food event for Students

16:30 –17:00

Agenda 9b: Meeting for Professors

Room: P053, 026

Room: 048

Students will work with each other to prepare and enjoy

Professors will discuss the whole-institution approach tofoods of each country.

promoting ESD teacher education.

Wrap up and closing remarks

Saturday, 17 September 2022
8:30 – 17:00

Agenda 10: ESD excursion
Participants will visit the scenic Lake Bled and will explore the surroundings, tour an island of the lake and tour to the castle
from a sustainability perspective.

For online participants and presenters:

Topic: Joint seminar "Bridging ideas between Asia and Europe for Promoting Education for Sustainable Development in Higher Education"
Time: This meeting will only take place on the morning programme of the first and second day.
Join Zoom Meetinghttps://uni-lj-si.zoom.us/j/97970600389
Meeting ID: 979 7060 0389

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1. Keynote Speeches
1.1 ESD FOR 2030 – UPDATES ON THE IMPLEMENTATION AND WAY FORWARD
Jun MOROHASHI, UNESCO Headquarter, Paris, France
To accelerate the achievement of the 2030 SDG Agenda, UNESCO’s Education for Sustainable
Development for 2030 framework (ESD for 2030) was adopted in 2019 with underscoring thecentral role of education as a key enabler to achieve all SDGs. In May 2021, on the occasion of theWorld Conference on ESD, education stakeholders including over 80 ministers adopted the Berlin
Declaration on ESD, and renewed their commitments to transforming education throughimplementing ESD. Ministries of education and environment as well as education anddevelopment stakeholders in all countries are invited to collaborate in fully integrating ESD into
policies, learning environments, educator’s development, youth empowerment and community
action.
Framed by ESD for 2030, Member States are invited to develop their respective “country
initiatives” as a long-term programme in support of the country’s good quality education policy
and practice, instead of as an ad-hoc/short-term project or activity. Currently, more than 60
countries have committed to the Country Initiative process. Teacher development is one ofremaining gaps for many countries. UNESCO has carried some studies, and found that overall,environmental themes are included in policy and curriculum, but the implementation is still low
on average. 47% of national curriculum frameworks of 100 countries made no reference to climatechange. Nearly 95% of teachers believed that it is important to teach about climate change, but
fewer than 40% were confident in teaching it.
In addressing the gap related to teacher capacities, higher education has a key role to play. First,
as many higher education institutions are already showcasing, they can be pioneers in adopting awhole-institution approach, where sustainability is not just seen a guiding principle, but also a
principle of action that is practiced in all areas of the University in research, education, andgovernance, social participation and campus operations. Second, they are the key institutions thattrain future teachers as well as decision-makers. HED are expected to create and put into practicesustainability-ready pedagogy and training. Third, higher education institutions are where many
youth leaders are engaging in action as students. For many, it is their first interaction with social
action and will help shape their vision and inspiration for the world. HED institutes should facilitate
youth engagement and creativity in all spheres of education including the design of policies andprogrammes on education and sustainable development. Finally, higher education institutions canbecome hubs for sustainable communities by providing expertise and support to local initiatives –it is a space where many different sub-sectors of society, including business, local community,
schools, etc. can meet and collaborate.
Keywords: ESD for 2030, Whole-institution approach, Teachers, Higher education

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1. Keynote Speeches
1.2

TEACHER EDUCATION FOR SUSTAINABLE DEVELOPMENT: WHERE DO WE
STAND AND WHERE SHOULD WE GO NEXT?
Daniel FISCHER, Wageningen University, The Netherlands

Strengthening the capacity of educators to implement sustainable development in teachinglearning settings is one of the priority action areas of the #ESDfor2030 program. The field ofteacher education for sustainable development (TESD) has become a vibrant area of research andpractice in the wake of the Decade for ESD as well as the Global Action Program in recent years,
which has also begun to spill over into general teacher education. Because the field is so
dynamically evolving and contributions come from very different disciplines, determining whatcharacterizes TESD as a research area and what it has produced in terms of results is challenging.
This presentation draws on a recent project to take stock of the field and identify mainachievements. Based on a systematic review of 158 research papers, five different types of inquiry
could be distinguished as characteristic of TESD as an evolving research field: designing learning
environments, understanding learner attributes, measuring learning outcomes, promoting
systems change, and advancing visions for the field.
The presentation will introduce the five types of TESD research and illustrate their distinct
approaches with innovative examples from recently completed and ongoing research projects. The
presentation concludes with an outlook on where major innovation potentials for future work in
the field of TESD lie to contribute more effectively to building the capacity of educators andreorient education systems.
Keywords: Teacher Education for Sustainable Development, TESD, Continuing Professional
Development

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2. Joint Research Presentations
17 SUSTAINABLE DEVELOPMENT GOALS IN THE CURRICULA OF THE SELECTED
2.1 UNDERGRADUATE STUDY PROGRAMS AT THE FACULTY OF EDUCATION OF THE
UNIVERSITY OF LJUBLJANA
Gregor TORKAR, University of Ljubljana, Slovenia
The main objective of the report is to present the main results of the analysis of the representationof seventeen Sustainable Development Goals in the curricula of the undergraduate study programs
The Two-Subject Teacher, Special and Rehabilitation Pedagogy and Primary Teacher Education at
the Faculty of Education of the University of Ljubljana, Slovenia, which, together with the
University of Okayama, is implementing the bilateral project "Development of Indicator
Frameworks for Whole-institution Approach in Teacher Education for ESD: Toward Achieving
SDGs". A team of experts from various fields in the natural sciences, social sciences, andhumanities working at both universities collaborated to create a list of keywords that define theseventeen Sustainable Development Goals. The content, goals, and literature of the curricula of all
required and elective subjects were reviewed individually for each keyword. In the presentation
we will highlight our first findings. Let me just highlight a few: the lowest number of hits for the
keywords searched are for SDG1 and SDG7. The highest number of hits for the keywords searched
are for SDG4, SDG11, and SDG9. When searching for keywords in the curriculum of the Special andRehabilitation Education programme, there were the most hits for SDG 4; otherwise, thisprogramme contains much less SDG content than the Primary Teacher Education programme or
the Two-Subject Teacher programme. The Two-Subject Teacher programme dominates hits for
majority searched keywords in all SDGs.
Keywords: SDG, curricula, outdoor education, environmental attitudes, social skills

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2. Joint Research Presentations
2.2

SUSTAINABILITY COMPETENCE AND GENERAL PROFESSIONAL COMPETENCETO TEACH ESD AMONG JAPANESE PRE-SERVICE TEACHERS
K. F. ARDH, Okayama University, Japan

Introduction: To develop an effective sustainability program for preservice teachers, there is aneed to understand the status quo of the target audience. In this study, we assess the sustainability
competence of preservice teachers through a semi-structured interview. Methods: We
incorporated indicators from two frameworks into our interview schedule, the European
Sustainability Competence and the Asia-Pacific ESD Teacher Competence Framework. Six students
from the elementary school program, five students from the secondary school science teacher
program, and eight students from the special education program made up the final sample size of
19 respondents. Data collection period was between May-July 2022. The interviews wereconducted, recorded, and transcribed in Japanese. After translating the transcript into English, weassign a score based on the representation of the indicators. The maximum score is 100%, whichindicates that every indicator is present in every response. We averaged all of the respondents’score based on: (1) domain, (2) demography of respondents (which program do they belong to);and (3) category indicators (knowledge, skill and attitude). We utilized descriptive statistics to
explain all of the responses. Results: For all indicators, respondents from elementary, secondary,and special education courses scored similarly. When comparing sustainability competencies togeneral professional competencies for teaching ESD, respondents scored differently on knowledge
and skill, but not in the attitude category indicators. The average respondent scored half or less on
all indicators. Respondents scoring the lowest on the domain "Envisioning Sustainable Future",
which include futures literacy (34%), adaptability (23%) and exploratory thinking (17%).
Discussions: Based on the above finding we concluded that to improve the preservice teachers'
sustainability competences through experiential learning that challenges to envision their desired
future and explore ways to reach it. In the general professional competencies for teaching ESD,
respondents demonstrated indicators of the teachers’ competencies to develop themselves(Continue to learn and create) and connect with others (Connect, collaborate and engage). Further
study is needed to determine whether this awareness is particularly evident in teaching ESD.
Keywords: Sustainability competence, General professional competence to teach ESD

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3. Poster Presentation (Science Education)

3.1

CONTEXT-BASED PHYSICS CURRICULUM:COMPARISON OF JAPANESE AND BRITISH PHYSICS TEXTBOOKS
Takumi SHIBA, Okayama University, Japan

3.2

TRENDS IN SCIENCE LESSON PRACTICES ON INVASIVE ALIEN SPECIES:
A SYSTEMATIC LITERATURE REVIEW
Tetsuya IDA, K. F. ARDH, Okayama University, Japan

3.3

IDENTIFICATION OF CLIMATE CHANGE EDUCATION (CCE)
CONTENT IN THE JAPANESE SCIENCE CURRICULUM
Mako KOEDA, K. F. ARDH, Okayama University, Japan

3.4

PRIMARY SCHOOL SCIENCE LESSON PLAN ON INVASIVE ALIEN SPECIES (IAS)TO FOSTER FUTURE THINKING
Momoka SHIBUNO, K. F. ARDH, Okayama University, Japan

3.5

THE BANANA DILEMMA: UTILIZING INTERLOCKING NARRATIVE INSCIENCE LESSON TO FOSTER FUTURE THINKING
K. F. ARDH, Hiroki FUJII, Okayama University, Japan

3.6

CHILDREN’S PERCEPTION OF INSECT FEELINGS:A SURVEY OF LOWER ELEMENTARY SCHOOL CHILDREN ENGAGED IN INSECTBREEDING
Karen ONODERA, Kyoto Koka Women’s University, Japan; Hiroki FUJII, Okayama
University, Japan

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3. Poster Presentation (Social Science Education)

3.7

DEVELOPING A LAW-RELATED EDUCATION PROGRAM BASED ON THE EXPERIENCES OF
FAILURE -A CASE STUDY OF CONSUMER EDUCATION MATERIALS FORHIGH SCHOOL STUDENTAyuha MIYAMOTO, Okayama University, Japan

3.8

IN CITIZENSHIP EDUCATION BASED ON REGIONAL COLLABORATION SIGNIFICANCE AND
ROLE OF COORDINATORS: HIGH SCHOOL INITIATIVE IN SHIMANE PREFECTURE
Masatoshi HATANO, Okayama University, Japan

3.9

MAKE THEM THINK ABOUT HOW TO LIVES AS CITIZENS:ELEMENTARY SCHOOL SOCIAL STUDIES UNIT DEVELOPMENT RESEARCH
Yuka FUKUTA, Okayama University, Japan

3.10

COMPONENT OF THE CITIZENSHIP EDUCATION IN THE CURRICULUM OF
INTERCULTURAL STUDIES: THROUGH THE ANALYZING THE AUSTRALIAN
NATIONAL CURRICULUM
Natsuki NAGATA, Okayama University, Japan

3.11

A RESEARCH PROJECT ON THE HIDDEN CURRICULUM FROM A GENDER PERSPECTIVE FOCUSING ON TEACHER-STUDENT INTERACTIONS BY SUBJECTSWANG Heqiao, Okayama University, Japan

3.12

JAPANESE LANGUAGE EDUCATION FOR FOREIGN TECHNICAL INTERNS-FOCUSING ON
CITIZENSHIP AND CAREER DEVELOPMENTHoang Ngoc BICH TRAN, Okayama University, Japan

3.13

PREJUDICE FROM CULTURAL DIFFERENCES: A CROSS-CULTURAL EDUCATIONDEVELOPMENT COURSEHELIAN Ruyu, Okayama University, Japan

3.14

DEVELOPMENT OF CITIZENSHIP EDUCATION PROGRAMS TO FOSTER ACTIVE CITIZENS BASED ON COLLABORATION WITH THE LOCAL COMMUNITY
Nagisa YAMADA, Okayama University, Japan

3.15

PRACTICAL STUDY ON CREATING A PLACE TO CONNECT CHILDREN WITH FOREIGNROOTS AND REGIONAL SOCIETY IN JAPAN: ATTEMPTS TOWARD A MULTICULTURAL
COEXISTENCE EDUCATION IN OKAYAMA URBAN COMMUNITY
XIE Xinyi, Okayama University, Japan

3.16

STUDY ON THE PROGRAM OF DEVELOPING GLOBAL LEADERSHIP: FOCUSING ON THE
REFLECTION PROCESSGAO Yu, Okayama University, Japan

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4. ESD Workshop

4.1 THINKING CREATIVELY ABOUT ESD THROUGH PRINTMAKING
Zora STANČIČ, ALUO University of Ljubljana
Mojca ZLOKARNIK, Faculty of Education, University of Ljubljana
In the workshop, participants will get a deeper insight into artists' perspective on education forsustainable development. The artists will encourage the discussion and creative thinking of theparticipants through art.

4.2

PROBLEM-BASED RESEARCH WORK IN SCIENCE EDUCATION AS THE KEY TO
LINKING DIFFERENT INSTITUTIONSMiha SLAPNIČAR, Faculty of Education, University of Ljubljana
Tim PREZELJ, Faculty of Education, University of Ljubljana

The workshop will present an example of best practice - a research project in the field of
science education that connects gifted students from the High School in Ljutomer andresearchers from the Faculty of Education. The students will present the concept of theresearch project entitled "Wisteria toxins, a chemical and socio-cultural perspective", which, in
addition to a short theoretical work, includes some concrete experiments that can be used to
implement sustainable development. The participants of the workshop will be able to try
different practical activities and experiments.

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5. Invited Speeches
5.1

ESD PROMOTION OF TEACHER EDUCATION INSTITUTIONS IN THE PHILIPPINES:A COLLABORATIVE TRANSFORMATION PROCESS
Jestoni BABIA, University San Jose Recoletos, Philippines

The global framework for ESD implementation from 2020 to 2030 is Education for Sustainable
Development (ESD) Towards Realizing the SDGs. The United Nations Educational, Scientific, andCultural Organization (UNESCO) has advanced ESD for 2030 based on the lessons learned from the
Global Action Programme (GAP) on ESD in response to the growing emphasis on ESD to encourage
the contribution of learning content to humanity's survival and prosperity. Furthermore, throughtransformative education, UNESCO seeks to orient and transform societies. Higher Education
Institutions (HEIs) must provide students with the necessary information, attitudes, andcompetencies in order to reach the GAP for ESD. ESD approaches should be widely adopted at
Philippine HEIs to solve economic, political, environmental, and social issues, particularly following
the pandemic's detrimental effects. Since 2017, the University of San Jose-Recoletos (USJ-R) has
been consistent in its support of transdisciplinary and transformative programs for unwaveringcommitment and innovation in learning to real evidence of sustainable growth among its students
and community. USJ-R demonstrates the establishment of the ESD Promotion Center, which willaid in the achievement of the "Ambisyon Natin 2040" and the 2030 ESD target. The ESD Centerinteracts with various institutions, including UNESCO Bangkok and UNESCO Japan, as well as
SEAMEO ESD Fellows at three HEIs in the Philippines, namely Cebu Normal University (CNU), Cebu
Technological University (CTU), and Philippine Normal University-Visayas (PNU). To enablecommunity master trainers in HEIs to carry out their community-based ESD work, the framework
employs the six-priority action ESD principles and a participatory methodology. A series of ESDbased activities were carried out, including the Climate Change Education Summit among Visayas
Region Centers of Excellence and Development, which exchanged vital research for climate change
initiatives, notably in Teacher Education Institutions. Following the training of community mastertrainers to incorporate ESD into their respective community outreach programs, monitoring,evaluation, and research revealed that ESD implementation in the Philippines is currently at an
average level, and that projects and curriculum initiatives must place a strong emphasis on
beneficiary transformation through careful planning, monitoring, and evaluation. Student
participation in HEIs must also be increased through Curriculum Quality Audit (CQA), in which ESD
competencies, including the aims and standards of the 17 Sustainable Development Goals (SDGs),
will be explicitly incorporated and mapped in the curriculum. This work should be replicated in the
future with a focus on sustainability competencies integration in the curriculum andtransformation research, monitoring and evaluation of ESD-based studies, and recommended
strategies for a wide range of coverage influence and utilization, particularly for HEIs.
Keywords: Education for Sustainable Development, Curriculum Development, Curriculum Quality
Audit and Higher Education Institutions in the Philippines.

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5. Invited Speeches
5.2

STRENGTHENING QUALITY AND RELEVANCE IN TEACHER EDUCATION
THROUGH INTEGRATING INTERDISCIPLINARY APPROACHES ON ESD
Robert J. DIDHAM, Inland Norway University of Applied Sciences, Norway

Over the past 6 years, the teacher education program at INN University has undertaken a numberof efforts to integrate and strengthen approaches on interdisciplinary education throughout its
courses and curriculum. This has focused on addressing three overarching themes framed in the
Norwegian curriculum: sustainable development, citizenship and democracy, and public healthand life skills. These three themes are framed in the core curriculum alongside the values andprinciples of the curriculum. «These three interdisciplinary topics in the curriculum are based onprevailing societal challenges which demand engagement and effort from individuals and local
communities, nationally and globally». The efforts to strengthen interdisciplinary approaches inteacher education are linked directly to our overall goals to improve the quality and relevance of
education; to better prepare are students for their future roles as teachers, and for their teaching
to develop the skills and competencies in learners to engage with and address complex, real-world
challenges like sustainable development. This project has implemented many innovative models
and methods for active, interdisciplinary learning. It has also worked with the administrative
procedures, the strategies and study plans, and it has engaged in capacity building with our teacher
educators. In addition, the interdisciplinary work is helping to strengthen bridge between teacher
education and schools, and we have developed active partnerships with our partner schools tofurther the work on interdisciplinary education during the student teacher’s praxis period.
Keywords: Teacher Education, Interdisciplinary Approaches, Education for Sustainable
Development, Quality and Relevance

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6. Research Presentations
6.1 GREEN CHEMISTRY EDUCATION AND ESD INITIATIVES
Vesna FERK SAVEC, University of Ljubljana, Slovenia
Attempting to advance sustainable thinking in practise by engaging networks of chemists andstakeholders to develop Education for Sustainable Development are part of the 2030 Agenda
framework, particularly the fourth Sustainable Development Goal, which aims to ensure inclusive,
equitable and quality education and promote lifelong learning opportunities for all.
In integrating the Sustainable Development Goals into Green Chemistry Education, aninterdisciplinary framework is needed to explore how cognitive, social and emotional factors
interact to promote understanding of environmental issues and problems. As the development ofgreen and sustainable technologies requires highly skilled professionals who are critical, systemsoriented and inter/transdisciplinary thinkers, the integration of sustainability and green chemistry
into the education of future chemists and chemical engineers has been identified as important toensure students are well positioned in the future labour market and in their social roles. The latteris also evident from the literature review, which provides several examples of good practises on
how green chemistry has been integrated into their university curricula.
The literature describes different approaches to introduce students to the ideas of green
chemistry, e.g., the integration of green chemistry into traditional chemistry teaching; theintroduction of green chemistry into the curriculum; the integration of green chemistry into
textbooks and other learning materials; the development of lectures, courses and Massive Open
Online Courses in green chemistry; the use of different types of metrics to determine the'greenness' of a chemical reaction; different types of experimental work related to green chemistry
topics, supporting the development of students' systems thinking through the practise of green
chemistry and the implementation of green chemistry to promote sustainable development usingsynergies between green chemistry and other environmental strategies such as Environmental
Management System, Life-Cycle Analysis, Circular Economy and Industrial Ecology.
Although the important role of Green Chemistry Education of future chemists and chemicalengineers in green chemistry is acknowledged, the literature review shows that green chemistry
topics are rarely covered in primary and secondary education and in the training of future teachers.
Therefore, the presentation will also try to address and discuss different possibilities in relation tothese needs.
Keywords: Green chemistry, teacher education, students' experimental work

19 | Joint Seminar 2022 Programme Book

6. Research Presentations
6.2

MULTICULTURAL TEACHER EDUCATION ON ESD FOR 2030 REFLECTINGTHE SITUATION OF THE IMMIGRANT BACKGROUND STUDENTS
Tomonori ICHINOSE, Miyagi University of Education, JapanThe current crisis in Ukraine has created the greatest refugee surge to OECD countries. In March
2022, the United Nations estimated that nearly one Ukrainian students per second had become arefugee.
OECD (2015) has shown the performance gap between first-generation immigrant students andstudents without an immigrant background tends to be wider in reading than in mathematics orproblem solving. This suggests that language barriers to text comprehension may be key inexplaining performance differences between these two groups of students.
Silveira, F. (2019) has examined achievement from the 2015 PISA (Programme for International
Student Assessment) in 41 high-income countries. The authors use within- and cross-levelinteractions to examine (1) the relationship between immigrant status and academic achievement,(2) the moderating effect of student socioeconomic status on achievement, and (3) how countrylevel foreign-born population affects both immigrant and native-born students’ performance.
Although the academic performance of immigrant students globally is moderated bysocioeconomic status, at country level a larger immigrant population affects the academic
performance of both immigrant and native-born students. Nonetheless, language barriers maylead to performance differences between these student groups. In Japan, academic performancedata have not been analyzed alongside student immigration status data.
However, in 2021 National survey on academic performance incorporate the question item
about condition of speaking Japanese at home.
Therefore, this research assessed the performance of national language (Japanese) andmathematics of immigrant and native-born students based on the result of national survey on
academic performance. This research also intends to assesses immigrant background(socioeconomic status: SES) and its effect on academic performance.
Speaking Japanese at home

Elementary 6th grade

Junior High school 3rd gradeGroup 1

Always speaking

855,659(85.1％)

832,223(89.1％)

Group 2

Almost speaking

119,304(11.9％)

66,408(7.1％)

Group 3

Sometimes speaking

25,442(2.5％)

23,948(2.6％)

Group 4

Never speaking

4,151(0.4％)

5,853(0.6％)

othersNo answer

832
625
1,006,013

246
4,638
933,316

Total

Chart：National Academic Performance and Learning Situation Survey“How often do you speak Japanese at home?”

Teacher Education and mathematics was significantly higher than those given by students who
sometimes or never speak Japanese at home. There was also a significant difference between thepreference of students who always or almost always, and students who sometimes or never speak
Japanese at home, in terms of national language. In mathematics, there is almost no difference
between Group1 always speaking and Group2 almost speaking. No correlation was found between
speaking Japanese at home and not speaking Japanese with SES.

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The number of correct answers given by native-born students for national language Multicultural

Elementary

Junior High school

Figure: The number of correct answers for national language and mathematics; Source: Author

Reference:
Banks and Banks, eds. (2019). Multicultural Education: Issues and Perspective, John Wiley & Sons.
OECD (2015). Helping immigrant students to succeed at school–and beyond.
https://www.oecd.org/education/Helping-immigrant-students-to-succeed-at-school-andbeyond.pdf
Silveira, F., Dufur, M.F., Jarvis, J.A., and Rowley, K.J. (2019.) The Influence of Foreign-born
Population on Immigrant and Native-born Students’Academic Achievement,Sociological Research
for a Dynamic World Volume 5: 1–19. Volume 5: 1–19.DOI: 10.1177/2378023119845252
Keywords: Immigrant background students, Academic performance, Socioeconomic Status,
Multicultural teacher education, Social Justice

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6. Research Presentations
6.3

NURSERIES OF PLANT BIODIVERSITY AND THE SEEDS FOR SUSTAINABILITY IN
A SEMINATURAL ENVIRONMENT IN OKAYAMA
Taro HARADA, Okayama University, Japan

Applied Biology, one of the major secondary science education courses in the School of Education,
Okayama University, has been provided with intensive opportunities for biological fieldobservations. In class B, students have learned not only about the morphology and ecology ofplants, but they have also studied biodiversity in a seminatural environment in Okayama
Prefecture. In rural areas, various kinds of weeds are found, some of which are globally invasive or
alien species. Agricultural crop plants, including rice and peaches, and garden trees are also grownin abundance; many of these originate overseas. Artificial water environments, such as ponds,
irrigation channels, and paddy fields, have been managed for rice cultivation; they function as
habitats for four different types of aquatic plants (submerged, emergent, floating leaved, and freefloating) and many native or invasive alien animals. Hiigoike Wetland in Soja City was constructedin the 1990s by transplanting natural wetland soil surfaces endangered by highway construction.
Students have learned that this seminatural wetland biotope successfully provides citizens andschool students with a place to engage in environmental conservation activities and examine
native wetland species and the ecosystem. In Handayama Forest, located near Okayama
University’s Tsushima Campus, a typical secondary warm-template laurel forest has formed. Native
trees forming cones (gymnosperms) or acorns (angiosperms) and shrubs, some of which are givena scientific name containing japonica or japonicum, exhibit the stratification and succession of theforest. In addition, some kinds of ferns and mosses can be observed. Leaf morphology is one of
the key points for identification of plant species from these diverse taxa. To verify the effects ofthese experiences on students’ consciousness regarding sustainability, the short version of thesustainability consciousness questionnaire (SCQ-S) developed by Gericke et al. (2019) was
introduced with the five-point scale. While most of the students majoring in natural science
recognized the importance of biodiversity preservation in the preliminary question, changes intheir consciousness tended to appear in some of the other items in the post questions. It wassuggested from students’ answers to the descriptive questions that their recognition of native andalien species had been updated and other experiences may also have influenced such changes.
The trial partially showed the potential usefulness of the SCQ. Field observations of local plantbiodiversity may cause one to reflect on knowledge regarding the relationships between thenatural environment and humans. Further facilitation is expected to alter students’ behavior
toward the achievement of SDGs from scientific and global viewpoints.
Keywords: Plant biodiversity, Native/alien species, Rural area, Wetland, Forest

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7. Student Seminar (Room A)
7.1

CONTEXT-BASED PHYSICS CURRICULUM-COMPARISON OF JAPANESE AND BRITISH PHYSICS TEXTBOOKSTakumi SHIBA, Okayama University, Japan

Introduction: Japanese students are generally uninterested in physics despite ranking high inscientific literacy survey. The probable cause of the disinterest is a lack of connection between the
curriculum and daily lives. A Context-Based Physics (CBP) curriculum that emphasizes “concepts
and process skills in real-world contexts that are relevant to student”, is a possible solution. To
create a lesson that can engage the interest of students in physics, it is necessary to comprehend
the characteristics of the CBP curriculum. Methods: In this study, five textbooks were compared:
general physics textbooks from Japan (2) and representative CBP textbooks in the UK; Salters
Horners AS/A level Physics (SHAP) (2) and Physics in Context for Cambridge International AS/A level(PIC) (1). Discussion: This study found that CBP textbooks are distinctive in terms of “chapter
organization”, “approach”, and “activities”. Moving forward, we will implement the above findings
from British CBP textbooks to develop an innovative physics lesson plan for Japanese high school
students.
Keywords: Context-Based Physics (CBP), Textbook Comparison, Japan, UK

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7. Student Seminar (Room A)
7.2

DEVELOPING ENVIRONMENTAL COMPETENCIES OF FUTURE CHEMISTRY
TEACHERS THROUGH INQUIRY-BASED LEARNING
Katarina MLIRANEC, University of Ljubljana, Slovenia

Green chemistry with its guiding principles aims to reduce or eliminate the use or generation of
hazardous substances in the design, manufacture, and application of chemical products. The setof principles therefore seek innovative solutions for cleaner processes and products to protect
human health and the environment. The growing support of researchers for green chemistryespecially over the last twenty years can therefore be understood as an expression of commitment
to more benign and safer processes and products using renewable instead of fossil-based
resources, with a view to their application linked to sustainable development efforts thatencompass not only the principles of green chemistry but also other economic and social
dimensions. Many different efforts and approaches to integrate green chemistry into chemistryeducation have been observed. However, there is still considerable potential and need to integrate
green chemistry ideas more systematically into chemistry education, as proposals for its inclusion
are often made in a superficial way, as an add-on or additional quality rather than as a specificobjective. Moreover, studies on the integration of green chemistry into teaching and learning focus
primarily on tertiary education in non-pedagogical study programmes, indicating that green
chemistry also needs to be addressed in secondary and primary education, as well as in pre- andin-service teacher education, as chemistry teachers play an important role in developing students'
understanding, as consumers and citizens, of the importance of chemistry in relation to sustainable
development, and empowering them with knowledge and skills to address global challenges. For
teachers to successfully incorporate green chemistry ideas into their teaching, they need todevelop what is known as pedagogical content knowledge (PCK), which is based on how teachers
relate their content knowledge (what they know about what they are teaching) and theirpedagogical knowledge (what they know about teaching). The purpose of the study (still to be
conducted) and the main objectives relate to investigating the integration of green chemistry into
chemistry teaching and learning in Slovenian primary and secondary schools and proposing aframework for an online course in green chemistry for in- and pre-service teacher training.
Keywords: Teacher education, chemistry education, pedagogical content knowledge (PCK),
online course, green chemistry

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7. Student Seminar (Room A)
7.3

DEVELOPING ENVIRONMENTAL COMPETENCIES OF FUTURE CHEMISTRY
TEACHERS THROUGH INQUIRY-BASED LEARNING
Luka VINKO, University of Ljubljana, Slovenia

Introduction: Due to the various environmental problems that we are dealing with as a society, it
is very important to educate environmentally conscious or environmentally literate individuals
with appropriately developed environmental competences. Chemistry teachers play a big role inthis, as they directly address their students when teaching environmental content. In the education
programs of future chemistry teachers, special emphasis should be placed on the development of
their environmental competences. Methods: Our study will investigate the development ofenvironmental competencies, specifically the understanding of content about the hydrosphere, in
50 pre-service chemistry teachers. In doing so, the learning process will be actively pursued with a
specific laboratory activity (study material that will be developed in the first phase of the research
and will be based on inquiry-based learning, in which an actual environmental problem aboutwater pollution will be highlighted) and by measuring independent (eye movements, individualinterest, working memory capacity, formal-logical thinking...) and dependent variables (situational
interest, environmental competences). The research will be a combination of quantitative andqualitative research approach. Our data will consist of completed module, which will be analysed.
questionnaires, audio, and video recordings of the implementation of the module, knowledge tests
before and after the implemented module, data obtained with a portable eye tracker, which will
be used to measure the focused attention of the participants (saccades, fixations, blink frequency,
pupil width, number of returns to individual areas of interest...) during the implementation ofmodule activities. Discussions: It is expected that, based on the results of this research, it will be
determined what affects the development of environmental competences in the field of thehydrosphere among pre-service chemistry teachers. It will also be determined where pre-service
teachers direct their attention during the laboratory activity, how they process information during
the laboratory activity and how learning through research affects the development of the teacher'senvironmental competences.
Keywords: Inquiry-based learning, pre-service teachers, education for sustainable development,
environmental competencies, water pollution

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7. Student Seminar (Room A)
7.4

INTRODUCTION OF HYDROSPHERE ENVIRONMENTAL PROBLEMS IN LOWSECONDARY SCHOOL CHEMISTRY LESSONSTaja KLEMEN, Iztok DEVETAK, University of Ljubljana, Slovenia

Introduction: The hydrosphere consists of the total amount of water on our planet. Water is an
essential chemical substance for the survival of all known life forms. Human's pursuit of a highstandard of living has brought threats and consequences to the environment. The hydrosphere isbecoming increasingly polluted with artificial pollutants from human and industrial wastes. The
development of environmental awareness and scientific knowledge can help to change ourrelationship with nature and thus promote responsibility for conscious choices in our daily lives.
This can be achieved by effectively incorporating environmental content into the educational
system. Chemistry as a subject helps to develop students' critical thinking about environmental
hazards and encourages them to construct their own ideas and possible solutions for a sustainable
future. Previous studies conducted with low secondary school students reported a low level ofknowledge about hydrosphere environmental problems and the lack of interest in addressingthese types of problems. The debate on the best didactic approaches and teaching methods toimprove the quality of students' knowledge and their active participation in solving environmental
problems continues. For these reasons, the aim of the research was to optimize and implement an
online workshop with examples of integrating hydrosphere environmental problems into
chemistry classes based on the learning objectives of the chemistry curriculum. The study also
aimed to evaluate the effectiveness of integrating this content by comparing differences in student
achievement tests based on their level of situational and individual interest before and after the
online workshop. The content of the research is consistent with the sustainable development goals(SDG) and it focuses on quality education, life bellow water and clean water and sanitation.
Methods: The research was based on the descriptive and causal non-experimental method of
empirical pedagogical research. A quantitative research approach was used for the research. The
study included 145 ninth grade students from seven Slovenian low secondary schools. The firstphase of the research was conducted before the students participated in the online workshop. The
students solved the preliminary achievement test and the individual interest questionnaire. In thesecond phase, students actively participated in the online workshop. Immediately after the end ofparticipation, they completed the achievement post-test and the situational interest
questionnaire. Two weeks later, the third phase was conducted, in which the students completed
the delayed achievement test. The collected data was analyzed quantitatively using the SPSS
program. Results: The results show that students scored significantly lower on the preliminary
achievement test than on the achievement post-test and the delayed achievement test. Only
42.1% of students scored more than half of all possible points on the preliminary achievement test
prior to participation in the online workshop. 61.5% of the students scored more than half of all
possible points on the achievement post-test after participating in the online workshop. Students'
learning achievements do not differ on the post-and delayed achievement tests. Differences inscores on the preliminary achievement test, the achievement post-test and the delayed
achievement test were statistically significant between students with different levels of individual
and situational interest. Students with higher levels of individual interest or situational interest
scored better on all achievement tests.
Keywords: Hydrosphere environmental problems, low secondary school, chemistry lessons,online workshop, interest.

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7. Student Seminar (Room A)

7.5

KNOWLEDGE AND MISCONCEPTIONS ABOUT THE LITHOSPHERE ANDPEDOSPHERE AMONG 9TH GRADE PRIMARY SCHOOL STUDENTS IN SLOVENIA
Luka RIBIČ, Miha SLAPNIČAR, Iztok DEVETAK, University of Ljubljana, Slovenia

Introduction: The content of environmental chemistry is part of environmental education, theeffectiveness of which has not yet been investigated. The purpose of the research was to discover
how well Slovenian ninth-graders know concepts related to the field of environmental chemistry,or more precisely the field of lithosphere. It was also investigated about which topics in this field
the students have the most misconceptions and in which areas there is the biggest lack ofknowledge. Methods: The sample was random as the data were collected at different primaryschools in different regions. Students solved out written test of knowledge about lithosphere andpedosphere, that was made up of ten questions. Results that students achieved on knowledge test
about lithosphere and pedosphere were then compared among students from different regions,among students with different final grades in the subjects of chemistry, biology and physics, andbetween male and female students. For the purpose of the research students filled out aquestionnaire in written form, with four items to determine students’ self-image in the field ofknowledge of the lithosphere and pedosphere, and eleven items to determine individual interestin learning content from this area. Results: When analyzing the results, it was found, that thestudents achieved at least 50% of all possible points on the knowledge test, but the average scoreof the students was poor. The final grade in the 8th grade in the subjects of biology, chemistry andphysics has a statistically significant effect on the students’ knowledge about lithosphere andpedosphere. Students from different regions showed significant differences in knowledge about
those topics. Students from Posavska region achieved more points than students from other areas,
while students from Primorska region scored the least. We also checked the level of interest among
students from different regions and found that students from Posavska region are most interested
in learning topics about lithosphere and pedosphere. Between genders, there were no statisticallysignificant differences in the average number of points achieved on the knowledge test about
lithosphere and pedosphere. Even in individual interest, there were no significant differences
between genders. Analysis showed that there are some misconceptions from this topic among
Slovenian students. Most of the misconceptions were detected in tasks, that were on higher
cognitive level. Discussions: The results of the research will help teachers in planning their lessons.
Educating students in direction of sustainable development can become more effective and theirknowledge more persistent.
Keywords: Environmental chemistry, lithosphere, pedosphere, misconceptions, sustainable
development, SDG 4 Quality Education, SDG15 Life on Land27 | Joint Seminar 2022 Programme Book

7. Student Seminar (Room A)
7.6

THE ATTITUDES OF ADOLESCENTS TOWARDS THE ENVIRONMENT
AND THE ROLE OF OUTDOOR EDUCATION PROGRAMMESHana ROŽMAN, University of Ljubljana, Slovenia

Introduction: In this study, we aim to investigate adolescents' attitudes toward the environment
and the importance of participation in outdoor extracurricular educational programmes in thedevelopment of their environmental attitudes. Methods: The main objectives are to investigate
adolescents' environmental attitudes before and after participating in a one-week outdoor
education programme and to collect their opinions about the personal benefits of the outdoor
education programmes they attended. With the results obtained, we hope to further develop
CSOD outdoor education programmes and contribute to a better understanding of thedevelopment of students' environmental attitudes. Discussions: Currently, the questionnaires ofthe students who participated in the outdoor education programmes and the transcriptions of theinterviews with the teachers are being analysed. The teachers who accompanied the students inthe programmes were interviewed to obtain more information about the adolescents' behaviour
toward the environment, their skill development, and their social skills.
Keywords: Outdoor education, environmental attitudes, social skills

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7. Student Seminar (Room A)
7.7 USING THE INATURALIST APP IN BIOLOGICAL RESEARCH AND EDUCATION
Žan RODE, University of Ljubljana, Slovenia
Introduction: iNaturalist is an application for the detection and identification of organisms as well as
communication between users, aimed at both amateur and professional scientists. This master thesis should givean insight into the usefulness of the application in education and research through different methods. Methods:
We used a few different methods in this research. Through various article search engines we searched for research
papers that used the iNaturalist app in the classroom environment. The articles found were then reviewed and across-section of methods and results obtained by foreign researchers was created. Another method was to test theusage of the app in school. We took advantage of the school's participation in the Forgenius project, which focusedon gaining insights into the diversity of European forests and their resilience to climate change – here we saw great
potential for using the iNaturalist app. The app was then implemented in another elementary school, where we
adapted the way of working according to feedback from teachers, students and pupils who were present during
the first implementation. The third method was to review the observations recorded in Slovenia – in this way wegained insight into the groups of organisms most commonly observed by users in our country. The last, fourth
method was an interview. We selected a group of users who have recorded observations of organisms of the genus
Mantis in Slovenia since the application was created. We contacted these users through the iNaturalist website andinvited them to participate in an interview where we obtained information about their education, hobbies,
occupation, and how they record and determine data. Results: In total, we found 13 unique searches about theuse of the iNaturalist application in education on various article search engines. We found that a common methodof use was conducting BioBlitz’s and using the application with students to increase knowledge of taxonomy andimprove attitudes toward nature. Awareness of the importance of biodiversity was also frequently promoted. We
were successful in our attempts to use the app in a school setting. The application was interesting for both students
and teachers. During the activity, students acquired new knowledge about the names of plants and otherorganisms, and some students indicated that they would like to use the app outside of the school context. For thethird objective, we collected data on species recorded in Slovenia. We found that over 60,000 observations had
been recorded in Slovenia by April 2022, more than half of which were marked “research grade”. We also foundthat the observations concerned over 5,300 species, among which plants and insects predominate. In the last
objective, where we gained insight into users recording representatives of the order of praying mantis, we foundthat users mainly used the application as a method to store their observations and deepen their knowledge. In
most cases, respondents were invited to use the app by an acquaintance, and we also found that the vast majority
used biological keys and other tools to identify organisms. Discussion: iNaturalist is an application that is rapidly
gaining traction for both professionals and laypeople. The number of research papers investigating the educational
benefits of the application is increasing, although the number of articles is still too small. The authors of the articles
often focus on events such as the BioBlitz, since these are already an established practice to which it is very
convenient and efficient to add an ICT aspect. It might be smart to consider the usefulness of the application in theschool context and advise teachers on how and where to incorporate it into their learning process. We see that theuse of technology in the classroom is attractive and often used "just because it is new." Of course, teachers needto ask themselves where it makes sense and where it does not, and a set of materials will greatly help them inthese decisions and planning. iNaturalist already has some materials and tips for teachers on their website, but
most of them are written in English and not in Slovene. With this application we can bring a lot of good into theclassroom, both in knowledge and in stimulating the emotional side of the students. The current state ofbiodiversity and climate change shows us how important it is that we change our behaviour, and the easiest place
to start is with our children. Our research is directly related to Goal 15 of the ESD indicators, which focuses onprotecting, restoring, and promoting sustainable use of terrestrial ecosystems, sustainable management of forests,
combating desertification, and halting and reversing land degradation and halting biodiversity loss. According toresearch, citizen science projects like iNaturalist help foster a positive relationship with the environment because
they require learning about the species that surround us and make their users aware of the sheer amount of
biodiversity around them.
Keywords: iNaturalist, Citizen Science, Smartphone

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7. Student Seminar (Room A)

7.8

CHILDREN’S PERCEPTION OF INSECT FEELINGS: A SURVEY OF LOWER
ELEMENTARY SCHOOL CHILDREN ENGAGED IN INSECT BREEDING
Karen ONODERA, Kyoto Koka Women’s University, Japan; Hiroki FUJII, Okayama
University, Japan

Introduction: In life science education for lower elementary school students, the aim is toencourage students to "think from the standpoint of animals and plants" rather than being selfcentered, to make them aware of the connection between themselves and living things, andrespect life. In the animal-breeding activities in life science, children focus on thinking about what
the animals want, and satisfying their needs through activities such as creating appropriate places
for them. This entails thinking and acting from the perspective of another entity, which is of greatsignificance in fostering compassion, empathy, and an attitude of respect for life. Thus, as children
are expected to develop their own thinking to include the feelings and perspectives of animals,
this sequence of events leads to a shift from thinking centered on humans to thinking centered onlife, ecosystems, and nature, leading to a view of coexistence between nature and humans. In order
to be able to expand their perspective from a self-centered focus to encompass life, ecosystems,
and nature, students are required to imagine the feelings of living things with an eye to their
original growing environment, and to have their own thinking align with that of these creatures. In
the second grade of elementary school, students engage in breeding insects (praying mantis andcricket, which are the most familiar creatures to them). Methods: we conducted a questionnaire
survey to determine the extent to which students were able to think from the perspective ofinsects. The survey comprised two questions, one that asked about the feelings of the insects inthe breeding case, and the other that asked about the participants’ own feelings about the insects
in the breeding case. Results: The results of the survey of 104 second-grade elementary school
students could be divided into two groups. About 80% of the responses could be classified as selfcentered, putting the participants’ own feelings at the forefront, such as, “Insects are interesting
creatures and I want to observe them more.” The remaining 20%, classified as insect-centered,reflected the belief that insects should be in the natural world. Discussions: Based on this, it issuggested that students’ feelings and thoughts about insects become more closely aligned withthose of insects. Thinking from the standpoint of insects is expected to nurture children who canempathize with insects by first considering the feelings of insects in terms of their growing
environment and other factors. It is important to cultivate insect-centered thinking in the early
grades because it is the starting point for respecting life and thinking about coexistence withnature.
Keywords: breeding activities; ecology education; human-nature coexistence; insect-centeredthinking; life science

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7. Student Seminar (Room A)
7.9

TRENDS IN SCIENCE LESSON PRACTICES ON INVASIVE ALIEN SPECIES:
A SYSTEMATIC LITERATURE REVIEW
Tetsuya IDA, K.F. ARDH, Okayama University, Japan

Introduction: Invasive Alien Species (IAS) are one of the main threats to biodiversity worldwide.
However, there are not enough practical researches on IAS in the context of Japanese scienceeducation. This study aims to examine trends in science lesson practices on IAS outside Japan.
Methods: We utilize PRISMA method to systematically review English literature pertaining toschool science lesson practices on IAS, from the ERIC database. Introduction: Categorizing lessonby educational level yielded the following result elementary school (9), junior high school (9), highschool (6), and university (7), and there was no significant bias (numbers represent the number ofreports; in some cases, the number of reports was counted more than once because of thedifferent grade divisions in Japan and other countries). Next, the organisms treated are terrestrial
animals (8), aquatic animals (4), terrestrial plants (11), and aquatic plants (2), most of which deal
with terrestrial animals and plants. Class formats are lecture (14), dialogue (13), andobservation/experiment (16) (including outdoor observation (16), indoor observation (4), andexperiment (1)) (some classes are counted more than once because there are practices in which
lectures are followed by observations). These forms are often combined in a single class. The
students are to understand the difficulty of extermination of non-native plants. Discussion: From
the above examples, we can see that in the classes dealing with the problem of invasive alien
species, not only observation and experiments are conducted, but also various efforts are made in
the form of classes to develop various abilities of learners.
Keywords: Invasive Species, Science Lesson, Systematic Review

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7. Student Seminar (Room A)
7.10

THE BANANA DILEMMA: UTILIZING INTERLOCKING NARRATIVES IN SCIENCELESSON TO FOSTER FUTURE THINKING
K.F. ARDH, Hiroki FUJII, Okayama University, Japan

ESD as a pedagogical paradigm requires teachers to perform two tasks. First, select a learning
theme that focuses on a particular sustainability concern (e.g. biodiversity crisis). Second, prioritize
activities that can cultivate a specific competency (e.g. Future Thinking) that is required to solve
the problem In this presentation, we will explore the "Interlocking Narratives" model to guide theabove task. As a proof-of concept, we included "the banana dilemma" to illustrate the connection
between low genetic diversity in banana crops and a variety of solutions that are related to futuresustainability issues. We also included an ESD-oriented science lesson utilizing the above topic. The
lesson is highly adaptable for ESD-related school subjects, especially science.
Keywords: Future Thinking, Interlocking Narrative, Genetic Diversity, SDG5, SDG12

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7.11 INOVATIVE APPROACHES IN SEX EDUCATION AND ITS RESEARCH AND EVALUATION.
Tim PREZELJ, University of Ljubljana, Slovenia
There are many experts for sex culture mainly from the fields of sociology or psychology. But there
are only few papers and research done specifically on sex education and didactics of sexuality at
different stages of human development. Even though it is a very important topic that affects nearly
all parts of society, there is not enough financial and political support for the development of thisquite specific field of education. Its particularities originate manly from the intimacy of the topic
and subsequently special techniques and methodologies in practice as well as research andevaluation must be applied.
In practise there are still many challenges we need to overcome when it comes to sex education.
Firstly, the area is highly intimate and therefore subjected to cultural, religious, political, andideological interests. Secondly, it is not a self-contained area. Instead, it must be addressed
continuously throughout the educational process from different angles within all already existing
standard school subjects. However, not all has to be developed from scratch. There are alreadymany adequate pedagogic tools and practices from school subjects that have some similarfoundations and goals, like arts (dance classes, visual arts etc.) and sports. Soft skills, getting toknow the body, social intelligence etc. are just some of the skills that these subjects have incommon with sex education. Therefore, the existing techniques and methodologies can also be
used for sex education. But of course, considering the sensitivity of the topic, with some carefully
applied adaptations and changes.
However, specific tools and methodologies are not a necessity just in practise but is equallyimportant for research and evaluation processes. Considering, that unlike in most other school
subjects, there is no strict right and wrong when it comes to sex culture and sex practices, regulartests of knowledge or similar instruments are not the best option. Indirect research is one possible
solution for overcoming pre-indication of right and wrong sexual practices and preferences inexperimental subjects. Rather than analysing answers to set research dilemmas, we can analyse
the questions people are asking about sex and sexual culture.
History taught us many times that sex culture liberation, although it brings many beneficial things
for society, can lead to complex problems, if lacking proper upbringing programs and strategies. In
the 70s we witnessed a sexual revolution phenomenon in western culture that later led to HIV and
AIDS pandemics in the 80s due to bad and not sufficiently comprehensive sex education programs.
Now, after 40 years of huge investments, research, and different campaigns, our society finallymanaged to get AIDS under control. The signs of that are also new sex liberation movements arisingin western societies. One might think we learned our lesson, but history seems to be repeating
itself with new Neisseria gonorrhea strains, resistant to all known antibiotics. Therefore, it is abouttime that educational science and policy makers start to invest more resources into sex educationand take it more seriously.
Keywords: Sex education, sex culture, research methodology, creativity, art based education.

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A RESEARCH PROJECT ON THE HIDDEN CURRICULUM FROM A GENDERPERSPECTIVE -FOCUSING ON TEACHER-STUDENT INTERACTIONS BY SUBJECTSWANG Heqiao, Okayama University, JapanAt the end of the 20th century, various legal and institutional developments were underway toachieve the creation of equal gender relationships and a gender-equal society based on theprinciples of human rights, respect and the diversity of human existence as a starting point. Genderequality has attracted worldwide attention as one of the goals of the SDGs. To achieve this goal,
education is attracting attention not only as a legal guarantee but also as a means of raising publicawareness and putting it into practice in each country. Since the 1970s, in Japan, with Women's
Impact, the gender concept started to be used in the research on the sociology of education under
the influence of Europe and the United States. And since the 1990s, "gender and education"
research has developed around the issue of gender in school education, focusing on gender
structures and relationships.
However, in Japan, there are still problems in school education, such as "fixed gender roledivisions", "subtle career guidance depending on gender" and so on. Much evidence suggests thatthe reason for these is that there is still a hidden curriculum in schooling that conveys genderinequality messages. In the late 1970s, the study of the hidden curriculum was greatly developedby proposing the hidden curriculum as "ideological control" and "interpretive action". Influenced
by the West, over the past 40 years, studies have been accumulated from the standpoint of genderstudies to review the hidden curriculum as a non-neutral school culture in Japan.
Therefore, studying the hidden curriculum from a gender perspective has an important role toplay in promoting gender equality in education and even the construction of a gender-equal
society. According to Johnson, there are two types of hidden curriculum: explicit hidden curriculum
and implicit hidden curriculum. And it is the implicit hidden curriculum that acts more unwittingly,
disseminated through teacher-student interaction, student-student interaction, teachers’
attitudes. This study attempts to clarify how teachers portray different gender groups acrosssubjects by examining teacher-student interactions, and thus to explore one way in which thehidden curriculum exists in schooling.
Keywords: Hidden curriculum, Gender, teacher-student interaction

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STUDY ON THE PROGRAM OF DEVELOPING GLOBAL LEADERSHIP: FOCUSING
ON THE REFLECTION PROCESSGAO Yu, Okayama University, Japan

This study attempts to propose organizing principles for global citizenship education programs thatemphasize leadership development through the design of specific programs. Leadership in thisstudy does not refer to a person's ability to hold a certain office or position, but rather to the ability
to demonstrate strength in working with different people and producing new results. This ability
is considered as one of the key qualities of global citizenship and also as one of the importantelements in education for sustainable development, and a program will be developed with its
principle of development as a pillar. In addition, in this study, I consider reflection to be an
important part of the program. Reflection allows people to discover their previously unnoticed
selves, which is essential when developing leadership. The purpose of this study is to develop andpropose a global citizenship education program that reflects the above theory and is designed to
be implemented at the higher education level.
I have been analyzing high school programs implemented to develop global leaders, based on
the studies of Mikinari Higano, a leading researcher on leadership education. According to Higano,leadership is a quality expected of all people, not limited to those who hold a particular position
or office. When such leadership is demonstrated, "everyone who participates in the program works
in their respective roles, which moves others, and through the accumulation of these efforts, thegroup achieves some kind of goals as a result. Local boards of education are promoting programs
aimed at developing global leaders, and universities and other higher education institutions arealso implementing global leader development programs. The expectation of global leaders is to"influence individuals, groups, and organizations with cultural, political, and institutional
backgrounds that differ from those of the leader ". In the educational program to be developed bythis study, I would like to propose an educational principle that emphasizes reflection, as stated in
the subtitle, and that differs from the programs already in place in the various venues mentioned
above. In addition, this study will also examine the role and significance of reflection in the
program. Reflection has been shown to be effective in leadership development programs in Huber(2002), Roberts (2008), and James & Jayne (2020), and it has been demonstrated that appropriate
reflection enhances educational effectiveness.
In this study, by using Asia and Europe as the field, I would like to propose the principles oforganization of a global leadership program that effectively incorporates reflection and present a
concrete plan for the program.
Keywords: Leadership, Reflection, Global Citizenship Education

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IDENTIFYING THE SKILLS AND FUNCTIONING OF UNIVERSITY STUDENTS
WITH DYSLEXIA IN SLOVENIA
Karmen JAVORNIK, Milena Košak BABUDER, Anja PODLESEK, University of
Ljubljana, Slovenia

Specific learning difficulties, including dyslexia, are lifelong difficulties, but the specific needs
associated with them may be different at different stages of life. Thus, dyslexia is also present inuniversity students, but the problems themselves, the specific needs associated with the
problems, and the optimal strategies for the individual may differ from those in childhood and/or
adolescence. Identifying dyslexia in university students and identifying the skills and functioningof university students with dyslexia is particularly challenging because of the ways of compensatingthat individuals have developed over the years. At the same time, such identification provides thebasis for quality support and possible adjustments within higher education that are reasonable
and relevant to individual circumstances. This area is still very under-researched in Slovenia. Since
dyslexia is characterised by difficulties that are largely related to the structure and characteristicsof the language, the methods of identification and the results from other language environments
cannot be fully and confidently transferred to the Slovenian context.
The doctoral research aims to identify the skills and functioning of university students with andwithout dyslexia, focusing on the areas of cognitive and reading skills, and executive functioning.
A quasi-experimental and correlational approach combined with qualitative research is used. The
instruments and data collection procedures are currently being pilot tested. The results will help
to advise and provide effective, and quality support for university students with dyslexia.
In the context of the Sustainable Development Goals Indicators, the objectives of the doctoral
research are directly related to the indicator "quality education" (4), which refers to ensuring
inclusive and equitable quality education and promoting lifelong learning opportunities for all.
With appropriate and quality support, we can ensure that the dropout rate for dyslexic university
students decreases and that an environment is created in which university students with dyslexia
can reach their potential. The issue is also indirectly linked to several other indicators in the
Sustainable Development Goals Indicators, including the indicators "reduced inequalities" (10) and"decent work and economic growth (8).
Keywords: Dyslexia, Functioning, Skills, University students

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PREJUDICE FROM CULTURAL DIFFERENCES:
A CROSS-CULTURAL EDUCATION DEVELOPMENT COURSEHELIAN RUYU, Okayama University, Japan

This research aims to address the problems caused by cross-cultural misunderstandings, based on
the psychological theory of course development to eliminate preconceptions and prejudices. The
contact hypothesis theory suggests that prejudice and conflict between groups can be reduced
when the members of the groups interact with each other. The theoretical basis of the course
development is the Longitudinal Contact Model proposed by psychologist T.F. Pettigrew based on
the contact hypothesis. When people encounter people from different cultural backgrounds, theysometimes categorize others into different groups based on preconceptions and biases. This
research deals with discrimination caused by categorizing the other person as a different groupfrom oneself. The subjects of the course were Japanese university students and international
students. During the exchange, Japanese university students and international students exchanged
ideas about garbage bins and garbage disposal to make students think about cultures and customs
that are different from their own, and rethought what they take for granted, and eliminated thediscrimination they unconsciously engage in. Before COVID-19, when tourist areas were filled withinternational travelers, the Japanese media often reported on the bad behavior of international
travelers However, litter is still to be a problem even though the number of international travelers
has decreased significantly after COVID-19. Such news made some people think that "international
travelers = no manners", thus creating prejudice against foreign tourists. In addition, there is aneed to go beyond the superficial phenomenon of littering to explore the misunderstandings
caused by cultural differences. Therefore, in the course developed, Japanese university students
and international students were divided into groups to discuss how to solve this problem. Rethinktheir previous perceptions and look at other cultures anew. And discuss the one-sided media
coverage of littering by international travelers. Finally, the change in students’ attitudes wasevaluated based on the pre-and post- comment sheet.
Keywords: Course Development, Prejudice, Longitudinal Contact Model

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JAPANESE LANGUAGE EDUCATION FOR FOREIGN TECHNICAL INTERNSFOCUSING ON CITIZENSHIP AND CAREER DEVELOPMENTHoang Ngoc BICH TRAN, Okayama University, Japan

Introduction: This paper attempts to construct a theoretical framework and make concrete
proposals regarding the principles and methods of Japanese language education in local
communities for the development of citizens. In doing so, we will focus particularly on Japaneselanguage education for foreign technical intern trainees, focusing on the career development oftechnical intern trainees and how Japanese-language education can be useful in this regard, which
will be discussed theoretically through analysis of previous studies. One of the problems faced byforeign technical intern trainees is that they are not sufficiently guaranteed learning that will leadto their career development due to the lack of built-in content to nurture citizens who will
participate in the local community. Methods: This paper analyzes previous studies that haveexamined the relationship between citizenship education and Japanese language education, andexamines theoretically what role Japanese language education can play in helping foreign technicalintern trainees pursue their individual lifestyles in Japanese society. The following suggestions
were obtained regarding the ideal form of Japanese language education that is meaningful totechnical intern trainees. (1) It is necessary to create a place for learning that builds not only aconnection with the local community but also an equal relationship with local Japanese people.
One of the ways to achieve this is in the form of Japanese language education coordinators
supporting learning together with Japanese language learning supporters. (2) The content oflearning should promote not only mutual understanding but also value formation through dialogue
with people who have different values. Results and Discussions: The principles and methods ofJapanese language education will be presented as a concrete example of Share&chill's approach.
It is important for technical intern trainees, as members of society, to be on an equal standing withJapanese people and have opportunities to participate in discussions to create a livable society
together with Japanese citizens who have different values. Share&chill's approach is to create suchopportunities on a regular basis, thereby improving their Japanese communication skills and theirability to communicate with people who have different values. The Share&chill program is not only
about mutual understanding of values and culture, but also about voluntary participation as amember of society. Although local Japanese language classes like Share&chill are necessary fortechnical intern trainees in the future, there are limits to what local organizations alone can do toprovide support to technical intern trainees, and there are many things that cannot be pinned
down. Therefore, it is necessary to widely raise awareness of the initiatives and involve various
stakeholders in their implementation. In addition, it is a challenge for the future to further enhance
support for education for technical intern trainees by strengthening the system of cooperation
between the local community, government, and companies as part of the effort.
Keywords: Japanese language education, Citizenship education, Foreign technical interns, Careerdevelopment, Local community

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7.17

PRACTICAL STUDY ON CREATING A PLACE TO CONNECT CHILDREN WITH
FOREIGN ROOTS AND REGIONAL SOCIETY IN JAPAN: ATTEMPTS TOWARD A
MULTICULTURAL COEXISTENCE EDUCATION IN OKAYAMA URBANCOMMUNITY
XIE Xinyi, Okayama University, Japan

In this research, I focus on the support for the children with foreign roots in the contemporary
Japanese regional society and the activity attempts toward a Multicultural Coexistence Education.
This is an attempt at community educational activities for children with foreign roots in Okayama.
In this research, I would like to clarify the characteristics and issues of efforts aimed at multicultural
coexistence through my practice of local educational activities for children with foreign roots inOkayama City. It is a reality that the number of children with foreign roots in Japan is steadily
increasing as the global society advances. Although there is educational support for students withforeign roots in school education, it is difficult to provide educational support that meets the needsof each student with foreign roots due to the limited resources within the school and the busynessof teachers. if the situation of inadequate educational support in schools continues, theeducational gap between children from foreign or multicultural societies in Japan lacks educational
support for children with roots in foreign countries and Japanese students will widen due to thedifference in language ability. In addition to not being able to guarantee academic ability due todifferences in language ability, it can be said that children with roots in foreign countries are notfamiliar with the school and the local community. Each local government must have the viewpoint
to promote measures for the acceptance and coexistence of foreign children at schools, which playa central role in the region. Children with foreign roots, rather show the characteristics ofcommunity education and link diverse resources. On the other hand, it is a way of providing
educational support that “leaves no one behind”, and it is important for students with roots inforeign countries to experience multicultural activities with local community residents, Japanese
students, or foreign exchange students. By experiencing multicultural exchange activities ofdifferent age groups, while keeping in mind the concept of “multicultural coexistence”, not only
students with foreign roots but also local Japanese residents, I think this is a place that is necessary
to reconstruct a multicultural coexistence community for both Japanese and foreign children. Fromthe standpoint of a minority of foreigners in Japanese society, different from the viewpoint of the
majority of Japanese people, I will provide a concrete presentation on the practice of urban
community education for children with foreign roots in Okayama and will Conceive the further
research methods.
Keywords: Students with foreign roots in Japan, Multicultural coexistence education, Regional
education.

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DEVELOPMENT OF CITIZENSHIP EDUCATION PROGRAMS TO FOSTER ACTIVE
CITIZENS -BASED ON COLLABORATION WITH THE LOCAL COMMUNITY
Nagisa YAMADA, Okayama University, Japan

The purpose of this research is to develop a citizenship education program in cooperation with thelocal community in order to foster active citizens. An active citizen is a person who can coordinate
opinions among people with different ideas, determine what is desirable for society as a wholefrom a broad perspective through a holistic exchange of ideas, and demonstrate this through theirattitudes and actions.
In recent years, a variety of educational activities utilizing local educational resources have been
conducted in Japanese educational settings. This is thought to be related to Article 13 of theFundamental Law of Education, revised in 2006, which stipulates "mutual cooperation andcollaboration among schools, families, and local residents. In addition, the Courses of Study also
include "curricula which open to society," and the creation of schools that utilize local resources
has become an important part of the curriculum. In Japan, the voting age was lowered from 20 to
18 in 2015. Since then, content related to political participation and the electoral system has
become more important than before, especially in upper secondary schools.
In addition, because classes are required to be based on specialized content, local election
commissions and non-profit organizations have begun to participate in classes as outside
personnel. However, there are many problems with these classes. One reason is that the classes
are entirely entrusted to outside personnel. Such classes often have general content, such as
lectures on the electoral system or mock voting. In addition, because there is little teacher
intervention, many of them are not in line with the actual situation of the children or cannot be
positioned in the curriculum. Based on an awareness of these issues, this study clarified thesignificance and challenges of utilizing outside personnel at school sites and examined the need todevelop programs to resolve the above issues.
Keywords: Citizenship Education, Community, School Education

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Home Economics Literacy of Slovenian Primary School Children
Martina ERJAVŠEK, University of Ljubljana, Slovenia

Introduction: In society, many problems are discernible in different areas covered by themultidisciplinary concept of the discipline of home economics, which are interlinked and not
homogeneous. With its multidisciplinary approach, the field of home economics education integrates
knowledge from different disciplines and has an important role in addressing the problems of achanging society, which also reflect at the level of the family and the individual. The primary education
process must ensure that pupils acquire the appropriate knowledge and skills needed to develop home
economics (HE) literacy. Only individual literate in home economics can improve the quality of theirown lives by applying and transferring knowledge and skills to concrete everyday life situations, which
in turn contributes to a better quality of life for the family and society. To achieve this, quality home
economics education is needed, with objectives and curriculum content that reflect current social
needs, considering the basic orientations and a common philosophy of the HE disciplines. In thefollowing, the research of the doctoral dissertation will be presented. The aim of the first part of theresearch was to define the content areas of home economics education on the basis of a content
analysis of the curricula of the home economics subject or a comparable subject for primary education
abroad and in Slovenia. Methods: The analysis included 17 curricula for the home economics subject
and two other documents dealing with home economics education. The second part of the study sought
to determine the views of teachers, pupils and parents on the importance and usefulness of home
economics education and literacy. A Delphi methodological approach was used. The first round of theDelphi study involved 30 teachers, 34 9th grade pupils and 34 parents of 9th grade pupils. The second
round of the Delphi study involved 16 teachers, 33 9th grade pupils and 29 parents of 9th grade pupils.
In the third part of the study, HE literacy standards were developed based on the findings of the firstand second parts of the study; they were used to design the HE literacy knowledge test. The content
areas of the HE literacy were identified with their associated content. The aspects of HE that areincluded in all four content areas of the HE has also been defined. In the fourth part of the study, thelevel of HE literacy knowledge acquired and the pupils' HE literacy behaviour were tested by means ofa knowledge test at the end of the 6th and 9th grades. 652 pupils in the 6th and 9th grades were
included. Their parents' attitudes towards HE literacy and the frequency of their support for their childto get involved in tasks belonging to different home economics areas in their home environment werealso investigated. 652 parents of pupils who participated in the HE literacy study were included. Results:
The results of the first part of the research (content analysis of the curricula of the home economics)
will be presented below. The first part analyses the curricula of the subject of home economics abroad
and in Slovenia. It was found that Slovenia has a more diverse range of subjects, when compared to theother countries analysed. The Slovenian curriculum includes content relating to finance, textiles,
nutrition, home and family, environment, consumption, health and healthy lifestyles, and social skills.
Discussions: Despite the diversity of content, content deficit was perceived in some of the home
economics areas. These are the areas of health and well-being, nutrition, textiles, environment andhome, which need to be supplemented with the identified missing content. A difference between
countries in the age range of pupils receiving HE education was perceived. Slovenia is the only one of
the 14 countries that teaches the HE subjects solely in 5th and 6th grades, when pupils are aged
between 10 and 12 years. All the other countries provide home economics education before and/or
after this age – until the end of primary education. The content of the research can be linked to various
goals of sustainable development, such as: good health and well-being, quality education, genderequality, reduce inequalities, responsible consumption and production.
Keywords: Home economics education, home economics literacy, primary school pupils

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VERIFICATION OF INNOVATIVE TEACHING MATERIAL FOR
CONSUMER EDUCATION IN ELEMENTARY SCHOOL IN HOME ECONOMICS
Barbara Zaman, University of Ljubljana, Slovenia

In the past decade, it has been observed in the global economic market that the rapid change offashion, modern technology and the development of innovative products are affecting people's
pollution and shopping habits. In an effort to educate individuals to become sustainable consumersof the future, it is necessary to include consumer education in schools. With a sufficient level ofknowledge, awareness, and guidance of individuals towards critical consumerism, we can improvethe consequences of environmental and economic problems and encourage society towards
sustainability and green consumerism. Since education is a complex process that not only acquires
knowledge but also develops practical skills, it is necessary to start consumer education in earlychildhood. Research shows that young consumers are sensitive to the issue of environmental
protection and can therefore significantly influence consumption in the family and thedevelopment of a sustainable society. In Slovenia, students are exposed to consumer education as
early as elementary school in home economics, where they gain knowledge and skills in
economics, textiles, the environment, and nutrition. Part of this content is meaningfully linked toconsumer education and literacy. My dissertation research is still in its early stages. The main goalof the dissertation is to investigate how much knowledge and what attitudes elementary school
students have about consumption in general and using the example of the process of buying andconsuming textile products. The fact is that textile waste is one of the most polluting wastes today.
In addition, the aim is to create simple and accessible learning materials that guide students
towards sustainable consumption of textile products and remind them of the environmental, socialand economic consequences of wrong choices. The goal is also to create guidelines for teaching
selected content in home economics based on the research data obtained and a review ofdomestic and international literature.
Keywords: Consumer education, sustainable consumption, consumer awareness42 | Joint Seminar 2022 Programme Book