Authorship：Corresponding author   Language：English   Publishing type：Research paper (scientific journal)   Publisher：Frontiers Media SA  

What transforms society? Using the quintuple helix model (QHM) of social innovation, this study examines how the Okayama Education for Sustainable Development (ESD) project has transformed the local community and its people, and how this has led to global recognition. Okayama is known as a world leader in ESD and their unique approach is called the Okayama Model of ESD. This study further looks at the institutional configuration on the elements contributed to knowledge co-creation and how the key actors interacted to contribute to societal transformation through knowledge, social innovation, and institutional setting. The goal of this study is to outline the Okayama Model of ESD using the QHM lens constituted of five helices; education, politics, society, economy, and the natural environment. This study applies a qualitative research method, in which key actors who contribute most to the development of the Okayama Model of ESD are identified by content analysis and semi-structured interviews that are conducted using the life history method. The result shows that the firm ground of the political subsystem facilitates the interaction among the stakeholders in the three subsystems–education, social, and natural environment, which ultimately contributes to the joining of the economic subsystem and the initiation of the knowledge circulation process. Transformation necessitates a city-wide approach involving a network of multiple actors to collaborate for knowledge co-creation and circulation, and the establishment of a new social values system. The study revealed several key points of local action that accelerated the transformation process by helping in value creation, knowledge convergence, and system interaction, which was instilled early through all forms of education—multiple actors' interaction that shapes through the ESD project that stimulates the triangulation of mind, hearts, and hands. This way, the city of Okayama functions as a living laboratory for the Okayama Model of ESD. This situation naturally promotes Mode 3 of the knowledge co-creation system, and the principles of civic collaboration and citizen engagement developed through the Okayama Model of ESD have been elaborated in the prefecture-wide vision statement.

DOI： 10.3389/frsus.2022.798330

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Authorship：Lead author   Language：English   Publishing type：Research paper (international conference proceedings)   Publisher：National Joint Research of Mongolia  

The purpose of this study is to clarify ESD’s pedagogical significance and challenges and to explore the structure and characteristics of its contributing educational practices. This study focuses on the practice of service learning (SL) in two high schools and clarifies the requirements for forming ESD “Communities of Practice” (ESD-CoP) (Lave&Wenger, 1991), where ESD is practiced and mutually learned. In ESD-CoP, transformation occurs in various dimensions of SL collaborators and teachers. Additionally, by considering the fact that qualitative changes in practice occur simultaneously during the process and analysing this correlation, this study explores the dynamics not only students but also participating practitioners and teachers deepening their learning required for ESD.

File： Full Paper Hiroko Shibakawa.pdf

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Language：Japanese  

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Other Link： http://www.lib.kobe-u.ac.jp/handle_kernel/E0041228

Language：Japanese   Publishing type：Research paper (scientific journal)   Publisher：Japan Academic Association of Socio-education and Service Learning  

DOI： 10.20711/jaass.29.0_124

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Language：Japanese   Publisher：日本生涯教育学会  

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Total pages：41   Responsible for pages：41   Language：English Book type：Textbook, survey, introduction

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Language：Japanese

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Language：English   Publishing type：Rapid communication, short report, research note, etc. (scientific journal)  

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Language：English   Publishing type：Article, review, commentary, editorial, etc. (international conference proceedings)   Publisher：Wageningen University, Education & Learning Sciences  

File： WSA REPORT - FINAL V 26-3 Low Res.pdf

DOI： 10.18174/572267

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Event date： 2022.9.9 - 2022.9.10

Language：English   Presentation type：Oral presentation (invited, special)  

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Event date： 2022.5.20

Language：English   Presentation type：Symposium, workshop panel (nominated)  

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Event date： 2021.6.2

Language：English   Presentation type：Symposium, workshop panel (nominated)  

File： 210602 River Care Webinar Summarization.pdf

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Event date： 2021.5.7

Language：English   Presentation type：Oral presentation (keynote)  

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Event date： 2020.8.31 - 2020.9.2

Language：English   Presentation type：Oral presentation (general)  

Venue：Bern, Switzerland (On-line)  

Past Research Experience:

We ESD Promotion Centre (ESDPC), engaged in specialized research on ESD, have developed programs for teachers to promote ESD with the multi-stakeholders.

Specifically, while supporting ASPNet membership, we have been working with board of education and social educational institutions to develop training programs for teachers to promote ESD projects in cooperation with the local community. Resultingly Okayama city has one of the largest rate of ASPNet membership in the world with the special effort to implement projects tailored to local sustainability issues.

Moreover, ASPNet high school network was organized since 2015, which ESDPC serves as a base to support it. We trained our students to support their activities, which contributed to producing young teachers who can implement ESD with sustainability competence.

With these experience, we created the ESD Teacher Education Framework in collaboration with teacher education institutions in the Asia-Pacific region. The Framework was presented at Global Conference on Teacher Education for ESD 2019 and the dissemination guide was published lately.

Challenge:

These have been conducted by ESDPC independently, based on requests from the city, the BoE, and a voluntary network. Now that the national teaching guidelines stipulate that teachers should foster the leaders of a sustainable society, the emerging question is how to cultivate the ability of teachers to create a sustainable society. However, no alliance has been formed to educate teachers who can practice ESD. There is an urgent need to implement the Framework and prepare courses/curriculums.

Next Practice:

We plan to establish ESD sub-course within the faculty. Although we have various curricular restrictions due to the obligation to obtain a teacher's license, it is necessary to provide more students with an opportunity to encounter ESD, rather than creating a new major. The characteristics is that a variety of entrances to ESD are prepared for all freshmen to learn about ESD in multiple fields in an omnibus style. By bringing them to the forefront of education and research in various sustainability-related fields, the interrelatedness between their original major and ESD will be exposed. It is also an advantage to be able to learn the essence of the leaders of the creation of a sustainable society. After the sophomore, opportunities will be provided for exposure to actual/local ESD fields. Although the detailed contents are still in the planning stage, service learning is planned in tie-ups with the institutions abroad that have jointly developed the Framework.

File： HES2020 Solution Room 2.3 Okayama University ESD Promotion Centre.pdf

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