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Een kennisclip over de Sustainable Development Goals
VIDEO
The study of moral reasoning in relation to sustainable development is an emerging field within environmental education (EE) and education for sustainable development (ESD). The vignette method was used to evaluate the perception of the relationship between environmental and social issues in the Dutch upper elementary school children. This case study is placed within two broad areas of tension, namely between the need to address urgent environmental problems and to promote pluralistic democratic learning; and between the value of environment as an economic asset and deep ecology perspective. Results of this study indicate that the children are able to critically think about the moral dilemmas inherent in sustainable development and distinguish between different values in relation to environment. https://doi.org/10.1016/j.stueduc.2013.12.004 https://www.linkedin.com/in/helenkopnina/
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Financial technologies (FinTech) and decentralized finance (DeFi) are revolutionizing traditional banking services, a trend that has accelerated during the COVID-19 pandemic. Understanding their impact on sustainable development goals (SDGs) is essential as these technologies influence core financial services. Research indicates FinTech companies in developed and developing countries play crucial roles in addressing challenges like poverty, financial inclusion, and environmental sustainability, contributing significantly to SDGs. This chapter offers a comprehensive bibliometric review of FinTech, DeFi, and SDGs, mapping the research evolution, identifying key contributors, and underscoring emerging trends. It fills a gap in the literature by systematically analyzing FinTech and DeFi's role in achieving SDGs, providing insights for stakeholders navigating these intersecting domains.
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Sustainable development has become a crucial part of our modern society and our education. Sustainability is a complex concept. After all, what is considered sustainable to us now may not necessarily be so in the future. We need to continually review our judgments with regards to sustainability. Education for Sustainable Development is about knowledge, attitude, behaviour and values, in which the relationship between a social, an ecological and an economic perspective is always factored in. But what does this education look like? Education for Sustainable Development. Just do it! was the motto for the practice-oriented study by Aeres University of Applied Sciences Wageningen, involving four schools and two universities. This publication describes the theoretical principles of Education for Sustainable Development and the design criteria as were used in this practice-oriented study. This publication describes the theoretical principles of Education for Sustainable Development and the design criteria as were used in this practice-oriented study. These design criteria can help us develop and implement Education for Sustainable Development.
DOCUMENT
The rapid growth of FinTech (financial technology) companies has brought significant transformation in the global financial landscape (Electronic Transactions Association (ETA), 2021). This disruption is intensifying after the COVID-19 pandemic (International Monetary Fund (IMF), 2022). The decentralized finance (DeFi), as a sub-area of FinTech, can have the ability to transform the structure of contemporary finance and to foster a new environment for innovation and entrepreneurship (Chen & Bellavitis, 2019; Mhlanga, 2023). Many scholars have highlighted the fact that DeFi is a fast-developing field that challenges the traditional financial system by offering financial services without the support of centralized intermediaries (Jensen, 2021; Schueffel, 2021). As technological innovations continue to influence the financial industry, it is becoming increasingly crucial to analyze their impact on sustainable development or contribution to meeting sustainable development goals (SDGs). With regards to Fintech, many recent scientific studies explicate the role of FinTech companies in achieving SDGs, in both developed as well as developing economies (see, Hinson et al., 2019; Hudaefi, 2020; Hoang et al., 2022; Carè et al., 2023). More precisely, various scholars highlighted the major challenges addressing by FinTech companies, such as the reduction of poverty, the advancement of financial inclusion, the facilitation of easy access to healthcare, gender equality, education, and environmental sustainability (see Arner et al., 2020; Moro-Visconti et al., 2020), which ultimately contributes to several SDGs (Carè et al., 2023). While, DeFi has the potential to improve the accessibility, transparency, and efficiency of the financial infrastructure (Schär, 2021). Specifically, Lucian et al. (2022) stated that if DeFi is developed in a safe manner, it can significantly enhance competition and financial inclusion, hence having positive implications for overall financial stability. Despite the fact that many studies have been published, a review of the existing literature shows that the literature on FinTech and DeFi's role in sustainable development is still fragmented. Therefore, the main aim of this study is to provide a comprehensive review of the literature on FinTech and DeFi's role in achieving the SDGs, identifying key authors, articles, journals, authors, prominent research streams, and major research fronts for future advancement. To do this, the research study will apply a bibliometric analysis (Zupic & Čater, 2015; Donthu et al., 2021), which includes performance analysis, science mapping, as well as content analysis (van Eck & Waltman, 2010, 2014). The findings aim to enhance academic knowledge and provide valuable insights for researchers, policymakers, and practitioners navigating the dynamic intersection of FinTech, DeFi, and SDGs.
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This article will discuss social, environmental, and ecological justice in education for sustainable development (ESD) and Education for Sustainable Development Goals (ESDG). The concept of sustainable development and, by extension, the ESD, places heavy emphasis on the economic and social aspects of sustainability. However, the ESD falls short of recognizing ecological justice, or recognition that nonhumans also have a right to exist and flourish. An intervention in the form of an undergraduate course titled Politics, Business, and Environment (PBE) will be discussed. As part of this course, students were asked to reflect on the three pillars of sustainable development: society, economy, and environment, linking these to the fourth concept, ecological justice or biospheric egalitarianism. Biospheric egalitarianism is characterized by the recognition of intrinsic value in the environment and is defined as concern about justice for the environment. Some of the resulting exam answers are analyzed, demonstrating students’ ability to recognize the moral and pragmatic limitations of the anthropocentric approach to justice. This analysis presents ways forward in thinking about the role of “ecological justice” as the ultimate bottom line upon which both society and economy are based. https://doi.org/10.3390/educsci10100261 LinkedIn: https://www.linkedin.com/in/helenkopnina/
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With the emergence of education for sustainable development (ESD), robust literature on ethics and ESD has emerged; however, ecocentric perspective developed within environmental ethics is marginalized in current ESDebate. The questions discussed in this article are as follows: Why is the distinction between anthropocentric and ecocentric view of environment salient to ESD? How can this distinction be operationalized and measured? Until now, little has been done to address complement quantitative studies of environmental attitudes by qualitative studies, exploring the sociocultural context in which ecocentric or anthropocentric attitudes are being formed. Neither of existing scales engaged with the interface between environmental ethics and sustainable development. This article will discuss ESD in the context of environmental ethics and present the results of the case study conducted with the Dutch Bachelor-level students. Results of qualitative evaluation of the scale measuring ecocentric and anthropocentric attitudes will be presented, and the new Ecocentric and Anthropocentric Attitudes toward the Sustainable Development (EAATSD) scale will be proposed.
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There are over 1400 age-friendly cities and communities worldwide, and the efforts to create a better quality of life for older people progressively intersect with sustainability goals. The intentions and behaviours concerning sustainability among older are, however, not yet well understood. Therefore, there is a need for assessing these intentions and behaviours through the use of a transparently constructed and validated instrument which can be used to measures the construct of environmental sustainability among older people. The aim of this study is to develop a questionnaire measuring how older people view the theme of environmental sustainability in their daily lives, with a focus on the built environment, providing full transparency and reproducibility. The process of development and validation of the SustainABLE-16 Questionnaire followed the COSMIN protocol, and has been conducted in five phases. This rigorous process has resulted in a valid, psychometrically sound, comprehensive 16-item questionnaire. This instrument can be applied to assess older people's beliefs, behaviours and financial aspects regarding environmental sustainability in their lives. The SustainABLE-16 Questionnaire was created in Dutch and in British English.
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The transition to a sustainable and climate-neutral society requires professionals with integrated technical, economic, legal, ethical and societal competencies. The University of Applied Sciences Utrecht (HU) introduces the full-time bachelor’s program Energy and Sustainable Development (“Energie en Duurzame Ontwikkeling”, EDO) (NLQF/EQF level 6), planned to start in September 2026. Developed through extensive consultation with 75 stakeholders from 60 organizations, the program aligns with HU’s mission-driven profile and integrates education, research and practice via authentic projects, learning teams and field labs. EDO prepares graduates for roles as system designer, advisor and project manager by cultivating six core competencies: analysing, designing, advising, managing, researching and professional development. The Body of Knowledge and Skills (BoKS) is organized in four learning tracks: Energy Technology in Transition (ETT), Built Environment in Transition (GOT), Ethics, Economics and Law (EER), and Energy and Sustainable Development in Society (EMA). Admission is open to NLQF/EQF level 4–5 diplomas, with structured technical support in the first term for students lacking prior science background. The curriculum spans four years, progressively increasing complexity, and culminates in an individual graduation project demonstrating competencies at final level. EDO responds to urgent societal needs by training connecting professionals capable of accelerating the energy transition in urban environments.
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