東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁 到查詢結果 [ null ]

切換: 標籤 | MARC模式 | ISBD

Exploring Education for Sustainable ...

Lwin, Bo Bo,

FindBook

Google Book

Amazon

博客來

Exploring Education for Sustainable Development in Myanmar: Concepts and Models to Influence the Integration in, and theTransformation of, Higher Education Institutions /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Exploring Education for Sustainable Development in Myanmar: Concepts and Models to Influence the Integration in, and theTransformation of, Higher Education Institutions // Bo Bo Lwin.
作者:	Lwin, Bo Bo,
面頁冊數:	1 electronic resource (318 pages)
附註:	Source: Dissertations Abstracts International, Volume: 86-04, Section: B.
Contained By:	Dissertations Abstracts International86-04B.
標題:	Education reform. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31528059
ISBN:	9798342122634

Exploring Education for Sustainable Development in Myanmar: Concepts and Models to Influence the Integration in, and theTransformation of, Higher Education Institutions /
Lwin, Bo Bo,

Exploring Education for Sustainable Development in Myanmar: Concepts and Models to Influence the Integration in, and theTransformation of, Higher Education Institutions /Bo Bo Lwin. - 1 electronic resource (318 pages)

Source: Dissertations Abstracts International, Volume: 86-04, Section: B.

Education for Sustainable Development (ESD) is a priority area for the United Nations and features in the Sustainable Development Goals. While Higher Education Institutions (HEIs) have an important role in ESD, what ESD means and how it is integrated into HEIs requires further investigation in some contexts. Indeed, ESD in South-East Asian HEIs, including Myanmar, has rarely been studied. This research considers the conceptualisation of ESD in Myanmar HEIs' context, desirable graduate attributes for the sustainable development of Myanmar, and factors that should influence the integration of ESD in, and the transformation of, Myanmar's HEIs. An in-country scoping study helped formulate the research questions and design. All other data collection occurred remotely as first Covid-19, and then the Military coup, prevented in-country work.A mixed methods approach was employed with qualitative data collected through key informant interviews (n=7) and two focus group discussions (FGD) with university teachers and students (n=19). A large survey (n=417) collected quantitative (and some qualitative) data on graduate attributes, triangulated by a follow-on survey with FGD participants (N=15).Thematic analyses indicated that ESD can be viewed in two dimensions. First, desirable sustainable development for Myanmar can be reviewed through five thematic lenses: political, economic, sociocultural, environmental, and philosophical perspectives. Second, HEIs are expected to contribute to ESD by nurturing graduates with essential attributes, conducting locally relevant research and innovation, advocating for policy changes, and fostering learning hubs.Statistical analyses highlighted the relative importance of graduate attributes for ESD, revealing some differences compared to UNESCO's ESD competencies. The quantitative findings support the efficacy of the three pillars: Head, Heart, and Hand, in fostering graduate attribute development. The thematic analysis findings suggest an adapted ESD integration model as well as an adapted educational reconstruction model that can offer useful guidance for the transformation of Myanmar's HEIs.

English

ISBN: 9798342122634Subjects--Topical Terms:

3557624
Education reform.

Exploring Education for Sustainable Development in Myanmar: Concepts and Models to Influence the Integration in, and theTransformation of, Higher Education Institutions /
LDR:03605nmm a22004213i 4500 001 2428262
005 20250414021650.5
006 m o d
007 cr|nu||||||||
008 261011s2024 miu||||||m |||||||eng d
020 $a 9798342122634
035 $a (MiAaPQD)AAI31528059
035 $a (MiAaPQD)Open_Univ_UK98089
035 $a AAI31528059
040 $a MiAaPQD $b eng $c MiAaPQD $e rda
100 1 $a Lwin, Bo Bo, $e author. $3 3815355
245 1 0 $a Exploring Education for Sustainable Development in Myanmar: Concepts and Models to Influence the Integration in, and theTransformation of, Higher Education Institutions / $c Bo Bo Lwin.
264 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2024
300 $a 1 electronic resource (318 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 86-04, Section: B.
500 $a Advisors: Slater, Rachel; Lane, Andy.
502 $b Ph.D. $c Open University (United Kingdom) $d 2024.
520 $a Education for Sustainable Development (ESD) is a priority area for the United Nations and features in the Sustainable Development Goals. While Higher Education Institutions (HEIs) have an important role in ESD, what ESD means and how it is integrated into HEIs requires further investigation in some contexts. Indeed, ESD in South-East Asian HEIs, including Myanmar, has rarely been studied. This research considers the conceptualisation of ESD in Myanmar HEIs' context, desirable graduate attributes for the sustainable development of Myanmar, and factors that should influence the integration of ESD in, and the transformation of, Myanmar's HEIs. An in-country scoping study helped formulate the research questions and design. All other data collection occurred remotely as first Covid-19, and then the Military coup, prevented in-country work.A mixed methods approach was employed with qualitative data collected through key informant interviews (n=7) and two focus group discussions (FGD) with university teachers and students (n=19). A large survey (n=417) collected quantitative (and some qualitative) data on graduate attributes, triangulated by a follow-on survey with FGD participants (N=15).Thematic analyses indicated that ESD can be viewed in two dimensions. First, desirable sustainable development for Myanmar can be reviewed through five thematic lenses: political, economic, sociocultural, environmental, and philosophical perspectives. Second, HEIs are expected to contribute to ESD by nurturing graduates with essential attributes, conducting locally relevant research and innovation, advocating for policy changes, and fostering learning hubs.Statistical analyses highlighted the relative importance of graduate attributes for ESD, revealing some differences compared to UNESCO's ESD competencies. The quantitative findings support the efficacy of the three pillars: Head, Heart, and Hand, in fostering graduate attribute development. The thematic analysis findings suggest an adapted ESD integration model as well as an adapted educational reconstruction model that can offer useful guidance for the transformation of Myanmar's HEIs.
546 $a English
590 $a School code: 0949
650 4 $a Education reform. $3 3557624
650 4 $a Environmental protection. $3 527617
650 4 $a Curricula. $3 3422445
650 4 $a Distance learning. $3 3557921
650 4 $a Education policy. $3 2191387
650 4 $a Educational technology. $3 517670
650 4 $a Environmental health. $3 543032
650 4 $a Southeast Asian studies. $3 3344898
650 4 $a Sustainability. $3 1029978
690 $a 0458
690 $a 0710
690 $a 0470
690 $a 0222
690 $a 0640
710 2 $a Open University (United Kingdom). $e degree granting institution. $3 3771811
720 1 $a Slater, Rachel $e degree supervisor.
720 1 $a Lane, Andy $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 86-04B.
790 $a 0949
791 $a Ph.D.
792 $a 2024
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31528059