{"id":140,"date":"2024-05-03T10:22:31","date_gmt":"2024-05-03T14:22:31","guid":{"rendered":"https:\/\/opentextbooks.concordia.ca\/education-sustainability\/?post_type=back-matter&p=140"},"modified":"2024-06-13T11:10:43","modified_gmt":"2024-06-13T15:10:43","slug":"references","status":"publish","type":"back-matter","link":"https:\/\/opentextbooks.concordia.ca\/education-sustainability\/back-matter\/references\/","title":{"raw":"References","rendered":"References"},"content":{"raw":"

Brundiers, K., Barth, M., Cebri\u00e1n, G., Cohen, M., Diaz, L., Doucette-Remington, S., Dripps, W., Habron, G., Harr\u00e9, N., Jarchow, M., Losch, K., Michel, J., Mochizuki, Y., Rieckmann, M., Parnell, R., Walker, P., & Zint, M. (2020). Key competencies in sustainability in higher education\u2014toward an agreed-upon reference framework<\/a>. Sustainability Science<\/em>, 16<\/em>(1), 13\u201329.<\/p>\r\n

Brundiers, K., King, J., Hiser, K., Parnell, R., Wyman, M., & Johnson, R. (2023, February). A GCSE proposal statement on key competencies in sustainability: Guidance on the accreditation of sustainability and sustainability-related programs in higher education<\/em><\/a>. Global Council for Science and the Environment.<\/p>\r\n

Coffey, Y., Bhullar, N., Durkin, J., Islam, M. S., & Usher, K. (2021). Understanding eco-anxiety: A systematic scoping review of current literature and identified knowledge gaps<\/a>. The Journal of Climate Change and Health<\/em>, 3<\/em>.<\/p>\r\n

College Student Educators International [ACPA] & U.S. Partnership for Education for Sustainable Development. (2022).\u00a0Change agent abilities required to help create a sustainable future<\/em><\/a>.<\/p>\r\n

Concordia Student Union [CSU]. (2021). Results - 2021 CSU ByElections<\/em><\/a>. SimplyVoting.<\/p>\r\n

ECO Canada. (2021). From recession to recovery: Environmental workforce needs, trends and challenges: Updated labour market outlook to 2025<\/em><\/a>.<\/p>\r\n

Elmi, C. (2020). Integrating social emotional learning strategies in higher education<\/a>. European Journal of Investigation in Health, Psychology and Education<\/em>, 10<\/em>(3), 848\u2013858.<\/p>\r\n

Garg, A. (n.d.).\u00a0Embedding sustainable development goals in teaching and learning<\/em><\/a>. University of Saskatchewan.<\/p>\r\n

Giangrande, N., White, R.M., East, M., Jackson, R., Clarke, T., Saloff Coste, M., & Penha-Lopes, G. (2019). A competency framework to assess and activate education for sustainable development: Addressing the UN sustainable development goals 4.7 challenge<\/a>. Sustainability<\/em>, 11<\/em>(10), 2832.<\/p>\r\n

Greenleaf Brown, L. G., & Chidume, T. (2023). Don\u2019t forget about role play: An enduring active teaching strategy<\/a>. Teaching and Learning in Nursing, 18<\/em>(1), 238\u2013241.<\/p>\r\n

Hawken, P. (2017). Drawdown: The most comprehensive plan ever proposed to reverse global warming<\/a><\/em>. Penguin books.<\/p>\r\n

Jaakkola, N., Karvinen, M., Hakio, K., Wolff, L-A., Mattelm\u00e4ki, T., & Friman, M. (2022). Becoming self-aware\u2014How do self-awareness and transformative learning fit in the sustainability competency discourse?<\/a> Frontiers in<\/em> Education<\/em>, 7<\/em>.<\/p>\r\n

Jordan, T., Reams, J.; St\u00e5lne, K.; Henriksson, J. A.; Bj\u00f6rkman, T., & Dawson, T. (2021). Inner development goals: Background, method and the IDG framework<\/a>. Report from the First Phase of the IDG Initiative.<\/p>\r\n

Kurth, C., & Pihkala, P. (2022). Eco-anxiety: What it is and why it matters<\/a>.\u202fFrontiers in Psychology<\/em>,\u202f13<\/em>.<\/p>\r\n

Mark, S., Holder, S., Hoyer, D., Schoonover, R., & Aldrich, D. P. (2023). Understanding polycrisis: Definitions, applications, and responses<\/a>. Social Science Research Network (October 5, 2023)<\/em>.<\/p>\r\n

Orr, D. W. (1991).\u00a0 What is education for?, Trumpeter<\/em>, 8<\/em>(3), 99-102.<\/p>\r\n

Orr, D. W. (1994). Earth in mind: On education, environment and the human prospect<\/em>. Island Press.<\/p>\r\n

Rao, D., & Stupans, I. (2012). Exploring the potential of role play in higher education: development of a typology and teacher guidelines<\/a>. Innovations in Education and Teaching International<\/em>, 49<\/em>(4), 427\u2013436.<\/p>\r\n

Redman, A., & Wiek, A. (2021). Competencies for advancing transformations towards sustainability<\/a>. Frontiers in Education<\/em>, 6<\/em>, 1-11.<\/p>\r\n

Sandenoro, A. C., Popa, A. B., Bletscher, C. G., & Albert, J. (2012). Storytelling as a vehicle for self-awareness: Establishing a foundation for intercultural competency development<\/a>. Journal of Leadership Studies, 6<\/em>(2), 102\u2013109.<\/p>\r\n

Sipos, Y., Battisti, B., & Grimm, K. (2008). Achieving transformative sustainability learning: Engaging head, hands, and heart<\/a>. International Journal of Sustainability in Higher Education<\/em>, 9<\/em>(1), 68-86.<\/p>\r\n

St\u00e5lne, K., & Greca, S. (2022). Inner development goals phase 2 research report<\/a>.<\/p>\r\n

United Nations Educational, Scientific and Cultural Organization [UNESCO]. (2017). Education for sustainable development goals: Learning objectives<\/em><\/a>. UNESCO publishing.<\/p>","rendered":"

Brundiers, K., Barth, M., Cebri\u00e1n, G., Cohen, M., Diaz, L., Doucette-Remington, S., Dripps, W., Habron, G., Harr\u00e9, N., Jarchow, M., Losch, K., Michel, J., Mochizuki, Y., Rieckmann, M., Parnell, R., Walker, P., & Zint, M. (2020). Key competencies in sustainability in higher education\u2014toward an agreed-upon reference framework<\/a>. Sustainability Science<\/em>, 16<\/em>(1), 13\u201329.<\/p>\n

Brundiers, K., King, J., Hiser, K., Parnell, R., Wyman, M., & Johnson, R. (2023, February). A GCSE proposal statement on key competencies in sustainability: Guidance on the accreditation of sustainability and sustainability-related programs in higher education<\/em><\/a>. Global Council for Science and the Environment.<\/p>\n

Coffey, Y., Bhullar, N., Durkin, J., Islam, M. S., & Usher, K. (2021). Understanding eco-anxiety: A systematic scoping review of current literature and identified knowledge gaps<\/a>. The Journal of Climate Change and Health<\/em>, 3<\/em>.<\/p>\n

College Student Educators International [ACPA] & U.S. Partnership for Education for Sustainable Development. (2022).\u00a0Change agent abilities required to help create a sustainable future<\/em><\/a>.<\/p>\n

Concordia Student Union [CSU]. (2021). Results – 2021 CSU ByElections<\/em><\/a>. SimplyVoting.<\/p>\n

ECO Canada. (2021). From recession to recovery: Environmental workforce needs, trends and challenges: Updated labour market outlook to 2025<\/em><\/a>.<\/p>\n

Elmi, C. (2020). Integrating social emotional learning strategies in higher education<\/a>. European Journal of Investigation in Health, Psychology and Education<\/em>, 10<\/em>(3), 848\u2013858.<\/p>\n

Garg, A. (n.d.).\u00a0Embedding sustainable development goals in teaching and learning<\/em><\/a>. University of Saskatchewan.<\/p>\n

Giangrande, N., White, R.M., East, M., Jackson, R., Clarke, T., Saloff Coste, M., & Penha-Lopes, G. (2019). A competency framework to assess and activate education for sustainable development: Addressing the UN sustainable development goals 4.7 challenge<\/a>. Sustainability<\/em>, 11<\/em>(10), 2832.<\/p>\n

Greenleaf Brown, L. G., & Chidume, T. (2023). Don\u2019t forget about role play: An enduring active teaching strategy<\/a>. Teaching and Learning in Nursing, 18<\/em>(1), 238\u2013241.<\/p>\n

Hawken, P. (2017). Drawdown: The most comprehensive plan ever proposed to reverse global warming<\/a><\/em>. Penguin books.<\/p>\n

Jaakkola, N., Karvinen, M., Hakio, K., Wolff, L-A., Mattelm\u00e4ki, T., & Friman, M. (2022). Becoming self-aware\u2014How do self-awareness and transformative learning fit in the sustainability competency discourse?<\/a> Frontiers in<\/em> Education<\/em>, 7<\/em>.<\/p>\n

Jordan, T., Reams, J.; St\u00e5lne, K.; Henriksson, J. A.; Bj\u00f6rkman, T., & Dawson, T. (2021). Inner development goals: Background, method and the IDG framework<\/a>. Report from the First Phase of the IDG Initiative.<\/p>\n

Kurth, C., & Pihkala, P. (2022). Eco-anxiety: What it is and why it matters<\/a>.\u202fFrontiers in Psychology<\/em>,\u202f13<\/em>.<\/p>\n

Mark, S., Holder, S., Hoyer, D., Schoonover, R., & Aldrich, D. P. (2023). Understanding polycrisis: Definitions, applications, and responses<\/a>. Social Science Research Network (October 5, 2023)<\/em>.<\/p>\n

Orr, D. W. (1991).\u00a0 What is education for?, Trumpeter<\/em>, 8<\/em>(3), 99-102.<\/p>\n

Orr, D. W. (1994). Earth in mind: On education, environment and the human prospect<\/em>. Island Press.<\/p>\n

Rao, D., & Stupans, I. (2012). Exploring the potential of role play in higher education: development of a typology and teacher guidelines<\/a>. Innovations in Education and Teaching International<\/em>, 49<\/em>(4), 427\u2013436.<\/p>\n

Redman, A., & Wiek, A. (2021). Competencies for advancing transformations towards sustainability<\/a>. Frontiers in Education<\/em>, 6<\/em>, 1-11.<\/p>\n

Sandenoro, A. C., Popa, A. B., Bletscher, C. G., & Albert, J. (2012). Storytelling as a vehicle for self-awareness: Establishing a foundation for intercultural competency development<\/a>. Journal of Leadership Studies, 6<\/em>(2), 102\u2013109.<\/p>\n

Sipos, Y., Battisti, B., & Grimm, K. (2008). Achieving transformative sustainability learning: Engaging head, hands, and heart<\/a>. International Journal of Sustainability in Higher Education<\/em>, 9<\/em>(1), 68-86.<\/p>\n

St\u00e5lne, K., & Greca, S. (2022). Inner development goals phase 2 research report<\/a>.<\/p>\n

United Nations Educational, Scientific and Cultural Organization [UNESCO]. (2017). Education for sustainable development goals: Learning objectives<\/em><\/a>. UNESCO publishing.<\/p>\n","protected":false},"author":79,"menu_order":1,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"back-matter-type":[45],"contributor":[],"license":[],"class_list":["post-140","back-matter","type-back-matter","status-publish","hentry","back-matter-type-sources"],"_links":{"self":[{"href":"https:\/\/opentextbooks.concordia.ca\/education-sustainability\/wp-json\/pressbooks\/v2\/back-matter\/140","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/opentextbooks.concordia.ca\/education-sustainability\/wp-json\/pressbooks\/v2\/back-matter"}],"about":[{"href":"https:\/\/opentextbooks.concordia.ca\/education-sustainability\/wp-json\/wp\/v2\/types\/back-matter"}],"author":[{"embeddable":true,"href":"https:\/\/opentextbooks.concordia.ca\/education-sustainability\/wp-json\/wp\/v2\/users\/79"}],"version-history":[{"count":15,"href":"https:\/\/opentextbooks.concordia.ca\/education-sustainability\/wp-json\/pressbooks\/v2\/back-matter\/140\/revisions"}],"predecessor-version":[{"id":569,"href":"https:\/\/opentextbooks.concordia.ca\/education-sustainability\/wp-json\/pressbooks\/v2\/back-matter\/140\/revisions\/569"}],"metadata":[{"href":"https:\/\/opentextbooks.concordia.ca\/education-sustainability\/wp-json\/pressbooks\/v2\/back-matter\/140\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/opentextbooks.concordia.ca\/education-sustainability\/wp-json\/wp\/v2\/media?parent=140"}],"wp:term":[{"taxonomy":"back-matter-type","embeddable":true,"href":"https:\/\/opentextbooks.concordia.ca\/education-sustainability\/wp-json\/pressbooks\/v2\/back-matter-type?post=140"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/opentextbooks.concordia.ca\/education-sustainability\/wp-json\/wp\/v2\/contributor?post=140"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/opentextbooks.concordia.ca\/education-sustainability\/wp-json\/wp\/v2\/license?post=140"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}