ABSTRACT

The 17 United Nations Sustainable Development Goals (SDGs) employ a global indicator framework to detail each Goal and monitor its implementation. This article focuses on three targets from the indicator framework, which call for mainstreaming education for global citizenship, sustainable development, and climate change into national curricula. By investigating the practicalities of meeting these targets from an educator's perspective, this article proceeds with: arguing for a need to shift the central purpose of education; examining what is meant by education ‘for’ the three key areas included in the global indicator framework; exploring curricular opportunities offered by the SDGs; and presenting inquiry-based learning as a pedagogical approach for critically interrogating the SDGs with learners. If the SDGs are used to drive a pragmatic definition of global citizenship, then trends in education such as inquiry- and problem-based learning come to life with a clear and urgent purpose.

摘要

17 个联合国可持续发展目标 (SDG) 采用全球指标框架来详细说明每个目标并监测其实施情况。本文重点关注指标框架中的三个目标，它们呼吁将全球公民教育、可持续发展和气候变化教育纳入主流纳入国家课程。通过从教育者的角度调查实现这些目标的实用性，本文继续： 主张需要转变教育的中心目的；研究“针对”全球指标框架中三个关键领域的教育意味着什么；探索可持续发展目标提供的课程机会；并将探究式学习作为一种教学方法，与学习者一起批判性地询问可持续发展目标。如果可持续发展目标被用来推动对全球公民的务实定义，那么探究式和基于问题的学习等教育趋势就会以明确而紧迫的目的出现。