• Hwankyungkyoyuk
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• v.25 no.1
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• pp.89-104
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• 2012

This study analyzed content on education for sustainable development in middle school science curriculum of $6^{th}$, $7^{th}$, 2007-revised and 2009-revised. Analyses criteria were developed based on literature reviews. This study developed 8 criteria such as health, climate change, urbanization and rural development, water, biodiversity and ecosystem, energy, disaster reduction and management. The results showed that 6th middle school science curriculum has 4 criteria, $7^{th}$ has 2 criteria, 2007-revised has 8 criteria, and 2009-revised has 7 criteria. This study suggests the need for developing systemized teaching material on education for sustainable development that can be integrated in the science curriculum by pursuing the following tasks: First, the goal of education for sustainable development and its need should be stated in the science curriculum. Second, the class content, themes, objectives, teaching-learning programs on education for sustainable development should be produced. Third, within science curriculum, the content should deal with perspectives and topics, and learning goal must pursue value education.

• The Journal of Asian Finance, Economics and Business
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• v.10 no.2
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• pp.29-39
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• 2023

The goal of this study is to understand how financial inclusion (FI) as influenced by Internet subscribers in India, affects India's Sustainable Development Goals (SDG). This study makes use of secondary data that was collected from 16 Indian states and one Union Territory between the fiscal years of 2018 and 2020. The goal of this study has been investigated using panel data regression analysis (PDR). And the study's findings indicate that wages received through MNREGA accounts and post office operating accounts under the supervision of Internet subscribers have a significant negative impact on India's SDGs, demonstrating how financial inclusion is harming the country's efforts to achieve sustainable development. This study suggests that it is important to pay attention to rural areas' access to the digital environment and their degree of digital literacy. These findings imply that improving the MGNREGA program and employees' pay might help the government alleviate poverty in India. Financial inclusion also depends heavily on financial literacy. The government should improve its digital infrastructure in rural and urban areas so that people there may better understand and utilize it given that it promotes financial inclusion, digitalization, economic advancement, rural development, and poverty reduction.

• Hwankyungkyoyuk
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• v.20 no.3
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• pp.76-88
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• 2007

The purpose of this study is to develope education for sustainable development of understanding programme. The results of this study are as follows. Firstly, this programme is intended to enhance an university student's basic understanding, core skills and viewpoint of sustainable development. Secondly, the programme contains 10 modules, organised in four thematic sections. Each module is made up of two or three activities that are supposed to encourage adult learners in their mature understanding of sustainable development. Thirdly, there are three key teaching-learning strategies such as a case study, story telling and project study. These teaching-learning methods play a key role in the learning process. In conclusion, it is expected to indicate the goal and the value of the sustainable development clearly, and to provide the related information and knowledge constantly and systematically in the learning for sustainable development. Thus, it would be possible to enhance learner's awareness and attitudes towards sustainable development.

• Hwankyungkyoyuk
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• v.25 no.2
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• pp.272-289
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• 2012

The purpose of this study is to compare and analyze the educational philosophy, goal, method, content, and environment of ecologically-oriented alternative elementary schools and suggest several practical methods for alternative education. Both ecologism and alternative education pursue sustainable values. The educational content of ecologically-oriented alternative elementary schools, analyzed from the view of sustainable development, focuses most on the natural resources, biodiversity, and sustainable food production, and also include human rights, peace and security, unification, cultural diversity, and health food in terms of the social sustainability and sustainable production and consumption concerning economic sustainability. This study should help environmental education become establish its possibility and position as alternative education and be recognized of its educational value. Furthermore, based on the cases of ecologically-oriented alternative elementary schools that are becoming 'garden of environmental education' as sustainable development education, it should lead to 'education communicating with environmental education at schools'.

• Journal of Environmental Impact Assessment
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• v.14 no.4
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• pp.203-215
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• 2005

Recently, a number of high school, college and university run the School-Based Enterprises(SBE). The purpose of this study is to integrate Education for Sustainable Development(ESD) into the SBE run by vocational high schools. To achieve this goal, this paper takes following research considerations. First of all, this study review the theories of SBE and ESD. Secondly, We extract the factors to analyze from the ESD point of view and integrate them into the SBE in vocational high schools. Thirdly, this study suggests the necessity and methods to integrate ESD into the SBE. ESD could serve important roles to promote the SBE by stimulating the sustainable development and improving human abilities in solving both the environment and development problems.

• The Journal of Asian Finance, Economics and Business
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• v.8 no.1
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• pp.891-899
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• 2021

The United Nations' Millennium Development Goals (MDG) has become a goal to create a sustainable life. The MDGs' target was to be achieved in 2015, but it missed that date. The MDGs' target has turned into a Sustainable Development Goals (SDGs) to be achieved by 2030 The SDGs require financial support from companies. Funds are one of the resources to implement the SDGs. Government and private companies need to cooperate in achieving the SDGs target. The company has a responsibility to implement corporate social responsibility. The company's corporate social responsibility is part of the implementation of sustainable development in the SDGs. One of the essential industries that have responsibility for SDGs is the financial industry. This study aims to examine the determinant of corporate social responsibility funds in financial institutions in ASEAN countries. This study uses panel data to test the determinant variables on CSF provision. This study uses 45 sustainable development reports from 2015-2019. The total number of banks in the sample came from three countries, namely, Indonesia, Malaysia, and Thailand. This study concludes that firm size, profitability, efficiency, and the age of the CEO are variables that influence the size of corporate social responsibility funds.

• Journal of The Korean Association For Science Education
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• v.30 no.8
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• pp.1075-1083
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• 2010

This study analyzed content on sustainable development in the middle school science curriculum of 2007-Revised. Analyses criteria were developed based on literature reviews. The analyses showed that among 25 units, nine of them dealt with the topics and issues on sustainable development. However, the content had too much partiality for biology and earth science, lacking integration with other areas of science. Results of this study suggest the need for developing systemized teaching material on sustainable development that can be incorporated in the science curriculum by pursuing the following tasks: First, the educational goal of sustainable development and its need should be mentioned in the science curriculum. Second, the class content, themes, objectives, teaching-earning programs on sustainable development should be formulated. Third, within the science curriculum, the content should deal with topics beyond natural or environmental issues, to issues such as economical and socio-political so as to bring better understanding of the concepts related to sustainable development.

• Journal of Distribution Science
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• v.10 no.7
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• pp.23-31
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• 2012

The purpose of this study is to investigate existing world economic science theories and concepts of sustainable development as well as create original system of criteria and indicators to assess potential and conditions for sustainable development from a regional perspective and based on the above justify proposals for public authorities to improve methods of economic regulation for regional development. To achieve the goal evolution process of existing theories and concepts of sustainable development and "green growth" have been studied in terms of its adaptation to the spatial development of Kazakhstan, comparative dynamics of natural resources consumption in the Asia-Pacific region and Kazakhstan were investigated as well. Methodology. World best theory and practice methods for assessment of the level of sustainable development of the country and some of its territories were also studied. We selected the best system of criteria and indicators for assessment of economic, social and environmental sustainability of regional systems. Methods offered in this article are based on traditional and new factors of economic development and conditions for operation of regional systems. Indicators are chosen with a glance to basic goals for future development of regions in Kazakhstan. It is recommended to use two levels of methodology offered by author, namely national and regional, and at the local level later (districts, municipalities, cities). The results. Method offered by the author has been tested based on materials and statistics of regions in Kazakhstan. Suitability and usability of the proposed system of criteria and indicators for measuring of economic, social and environmental sustainability of regional systems was proved. Based on this analysis it was found out that there are regions in Kazakhstan that differ from each other by most of key indicators of sustainable regional development and this tendency is increasing. Conclusions and recommendations. As a result of this analysis, the authors have substantiated a number of proposals on methods of analysis to be used, improvement of methods of regional development, implementation of institutional reforms, as well as improvement of regional statistics. This article provides recommendations that can be successfully used in the management practices by public authorities to implement a new regional strategy focused on sustainable development in future.

• Journal of Energy Engineering
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• v.27 no.2
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• pp.89-94
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• 2018

UNESCO is an international specialized agency based on the United Nations (UN) located in the Paris. The United Nations Educational, Scientific and Cultural Organization abbreviated as UNESCO. The mission and goal of UNESCO are to maintain the peace and security throughout the globe by encouraging international collaborations through educational, scientific, and cultural heritage in order to increase respect for principals of justice, international rules of law, and international human rights. Recently, the UNESCO published a new set of 17 goals for the nation's sustainable society. The Organization ensures to actively participate in UN activities to improve harmony and planning within the United Nations system. The 2030 agenda is primarily about shifting the world on to a sustainable and most in-depth. Currently, UNESCO launched broad goals and objectives for the international community including the Millennium Development Goals (MDGs). Among these sustainable goals, climate change, water security is more significant. In this paper, we briefly reviewed the seventeen goals by UNESCO.

• Environmental and Resource Economics Review
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• v.24 no.2
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• pp.251-281
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• 2015

This paper examines the perceptions of sustainability, which is conceptualised as cross-generational social preferences, on the formation of international environmental agreements (IEAs) in a two-stage game in two periods. There are two scenarios are considered: myopic and sustainable development scenarios. The myopic scenario assumes the decision makers only concern the present welfare. Whilst the scenario of sustainable development has two characters: cross-generational fairness and altruism. When both are taken into account, a coalition will be expanded. The numerical example indicates that the marginal cost of the total emissions is the crucial factor for the formation of IEAs. Only when the marginal cost is low, a sustainable system can be succeeded. While, the technological advancement may lead to a more efficient production per unit of emissions, it also encourages countries to emit more in total and have a lower level of welfare. The results confirm the importance of sustainability to IEAs. The lesson learnt from this study is: when decision makers are myopic, the system is unsustainable even if an IEA is formed. Only when the perception of sustainability is considered, the system could be sustainable. Regardless of the existence of IEAs, international environmental conventions shall not neglect the fundamental goal to pursue sustainable development.