Education for Sustainable Development and its Implications for Early Childhood Education
Bibliographic record
Abstract
This study reviews the definition of Education for Sustainable Development (ESD), and describes the educational applications of ESD in school systems of the United Kingdom and the United States. Since the 1987 Brundtland Report introduced the concept of sustainable development, emphasizing the connection between environmental pollution and long-term development in the world, many countries agreed that education factors are essential in order to build a sustainable society for our future. Among the countries that incorporated education for sustainable development in all levels of the school system since 2002, the United Kingdom has taken concrete educational objects and set a national framework for sustainable schools. The United States made K-12 student learning standards for sustainable development and has supported schools and communities. Educators reinforced that education for sustainable development should be started in early years because of its relevance to early childhood pedagogies, such as learning through hands-on experiences, theme-based or project-based learning, child-centered approach, holistic learning, and parental and community involvement.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.008 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.003 | 0.009 |
| Scholarly communication | 0.007 | 0.005 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.004 | 0.005 |
| Insufficient payload (model declined to judge) | 0.007 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".