Updated on 2025/04/04

写真a

 
Fielardh Khalifatulloh
 
Organization
Faculty of Education Special-Appointment Assistant Professor
Position
Special-Appointment Assistant Professor
External link

Degree

  • Doctor of Philosophy ( 2024.3   Okayama University )

Research Interests

  • Biological Education

  • Science Education

  • Education for Sustainable Development

Research Areas

  • Humanities & Social Sciences / Science education  / Education for Sustainable Development

  • Humanities & Social Sciences / Science education  / 生物教育

Education

  • Okayama University   大学院社会文化科学研究科  

    2021.10 - 2024.3

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    Country： Japan

    Notes： 博士課程

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  • Gunma University   大学院教育学研究科   理科教育学科

    2015.4 - 2017.3

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    Country： Japan

    Notes： 修士課程

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  • Gunma University   教育学部   理科教育講座

    2013.10 - 2015.4

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    Notes： 研究生

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  • Indonesia University of Education   Faculty of Mathematics and Science Education   Department of Biology Education

    2009.9 - 2013.7

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    Country： Indonesia

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Research History

  • Graduate School of Education ESD Promotion Centre   Specially Appointed Assistant Professor

    2025.4

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  • Okayama University   Graduate School of Education, ESD Promotion Center   Specially Appointed Research Assistant Professor

    2022.4 - 2025.3

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    Country：Japan

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Papers

  • Futures Thinking in Middle School Science Textbooks: A Perspective from Japan

    Khalifatulloh Fiel'ardh

    Nordic Journal of Comparative and International Education (NJCIE)   8 ( 2 )   2024.5

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    Publishing type：Research paper (scientific journal)   Publisher：OsloMet - Oslo Metropolitan University  

    This research aims to illuminate the characteristics of "Futures Thinking" components within the interdisciplinary units of "Science, Technology, and Humanity" and "Nature and Humanity" and "Sustainable development" within Japanese middle school science textbooks. Grounded in pre-existing literatures, this research meticulously organizes the essential competencies of future-oriented thinking into three distinct components: "Envisioning the Future," "Predicting the Future," and "Planning for the Future." Each component is further broken down into more precise indicators. For "Envisioning the Future," indicators include perspectives on "Multiple Futures," the "Science of Future," and "Hope and Fears." For "Predicting the Future," we delve into the "Scenario" technique, alongside "Forecasting" and "Backcasting" strategies. "Planning for the Future" assesses the "Precautionary" approach, "Evaluating Action," and understanding "Risk and Changes." The research involved a cross-sectional analysis of content types (such as texts, diagrams) and contexts (individual, regional, national, and global), determining the presence or absence of these indicators. The findings reveal: (1) a more frequent articulation of these competencies within the "Science, Technology, and Humans" unit, (2) a scant representation of "Multiple Futures" and "Scenario" methods among the nine indicators, (3) a prevalence of explanatory text in presenting these concepts, and (4) a consistent inclination towards a global context in the textbooks' narratives. These insights imply an extant gap within the current pedagogical tools, underscoring the importance of an expanded, multifaceted approach to teaching these competencies. The implications for future curriculum development and instructional strategies in middle school science education are profound, necessitating a more integrated approach that resonates with the uncertainties and possibilities of the future.

    DOI： 10.7577/njcie.5647

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    Other Link： https://journals.oslomet.no/index.php/nordiccie/article/download/5647/4887

  • Sustainable Development Goals in Teacher Education: Comparing Syllabi in a Japanese and a Slovenian University Reviewed

    Khalifatulloh Fiel'ardh, Hana Rozman, Gregor Torkar, Hiroki Fujii

    Frontier   2023 ( 8 )   2023.10

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    Authorship：Lead author,　Corresponding author   Language：English   Publishing type：Research paper (scientific journal)  

    DOI： 10.3389/feduc.2023.1215500

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  • Teacher Education for Sustainable Development: Curriculum Analysis of two Study Programmes at The Faculty of Education, University of Ljubljana Reviewed

    Hana Rožman, Khalifatulloh Fiel’ardh, Milena Košak Babuder, Karmen Javornik, Hiroki Fujii, Gregor Torkar

    Sodobna Pedagogika   74 ( 140 )   140   2023.10

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    Language：Slovenian  

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  • Integrating Perspectives from Education for Sustainable Development to Foster Plant Awareness among Trainee Science Teachers: A Mixed Methods Study Reviewed

    Khalifatulloh Fiel'ardh Indra Fardhani, Hiroki Fujii

    Sustainability   15(9) ( 7395 )   2023.4

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    Authorship：Lead author,　Corresponding author  

    DOI： 10.3390/su15097395

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MISC

  • Forest Fires, Animal Sacrifices, and School Garden: Local Contexts at the Intersection of Sustainability and Implemented Science Curriculum in Indonesia

    2024.4

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    Language：English  

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  • Curriculum Development of Japanese Elementary School Science Regarding Biodiversity Conservation Focusing on Alien Species

    2024.4

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  • The Asian Framework of Teacher Education for Climate Action [Dissemination Guide]

    2024.2

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  • The Asian Framework of Teacher Education for Climate Action [Executive Summary]

    2024.2

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  • Fostering Future Thinking using Climate Action Simulation

    Okayama University ESD Promotion Centre. (Eds.). Promoting teacher education for climate change education through collaboration between Asian centres of excellence for education for sustainable development (ATECCE) – Project interim report   2022.8

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Presentations

  • 「未来像を予測して計画を立てる力」 の育成をめざした気候変動教育の授業実践 －中学校理科第３学年「自然と人間」の単元において－

    小枝茉瑚, 岩田和徳, KF アルディ, 小倉恭彦, 藤井浩樹

    日本理科教育学会第73回高知大会 2023年9月 

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    Event date： 2023.9.22 - 2023.9.23

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  • 小学校理科における 外来生物の授業開発 ーニジマスを題材としてー

    渋野 百花, KF アルディ, 藤井 浩樹

    日本理科教育学会第73回高知大会 2023年9月 

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    Event date： 2023.9.22 - 2023.9.23

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  • 海洋酸性化を題材とした中学校理科の授業実践

    梶田朝美, KF アルディ, 藤井浩樹

    日本理科教育学会第74回全国大会（滋賀大会）  2024.9.27 

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  • ⼩学校第６学年児童における気候変動教育の学習⽬標の達成度

    KF アルディ, 藤井浩樹, 市瀬智紀, 藤本早恵子, 大安喜一

    日本理科教育学会 第74回全国大会（滋賀大会）  2024.9.27 

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  • Mongolian Teachers' Perspective on Climate Change: Semi-structured Interview of Urban and Rurals Teachers

    Shinesetseg, G, K.F. Ardh., Fujii, H

    日本理科教育学会第74回全国大会（滋賀大会）  2024.9.7 

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  • 人と自然とのつながりについての中学生の意識 ーInclusion of Nature in Self に関する調査を通して―

    ⻄山大智, K.F., アルディ, ,藤井浩樹

    日本理科教育学会第74回全国大会（滋賀大会）  2024.9.7 

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  • Teaching Invasive Species through Drawing: A Case Study from Japan Invited

    International Conference of 7th Festival “KO UČIM, GRADIM” (“TO TEACH IS TO BUILD”)  2023.11.10 

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    Language：English   Presentation type：Oral presentation (general)  

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  • Modeling ”Strongest Alien Species” in Secondary School Science

    2022.12.3 

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  • Biodiversity Education as a Gateway to Climate Change Education Invited

    Kyoto University International Symposium 2022 on Education and Research in Global Environmental Studies in Asia  2022.11.25 

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  • Representation of Future Thinking Competency in Secondary Science Textbook

    2022.9.24 

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  • Trends of Secondary Science Classroom Practice on Alien Species

    2022.9.24 

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  • Beware Silent Invaders: Knowledge on Invasive Plant Species and Attitude Towards Plant Conservation Among Pre-Service Science Teachers

    Towards Sustainability through Co-creation in STEAM Education  2022.9.21 

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  • Utilizing Interlocking Narrative to Foster Future Thinking

    2022.9.16 

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  • Sustainability Competence and General Professional Competence to Teach ESD among Japanese Pre-service Teachers

    Bridging ideas between Asia and Europe for Promoting Education for Sustainable Development in Higher Education  2022.9.14 

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  • Local Contexts at the Intersection of Sustainability and Implemented Science Curriculum

    2022.7.25 

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  • Towards Operationalizing Futures-Thinking Competency into CCE-Oriented Science Lessons

    International Conference on ESD in Mongolia 2022  2022.5.4 

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  • What is Needed to Foster Anticipatory Competency in School Science?

    2021.12.18 

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  • Development of Teaching Material on Airborne Algae

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  • Development of Photosynthesis Experiment Protocol Using Immobilized Algae

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  • 「未来像を予測して計画を立てる力」の育成をめざした理科授業の展開 －システマティック・レビューに基づいて－

    K.F. Ardh, 藤井浩樹

    日本理科教育学会中国支部大会 2023年12月 

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Awards

  • Excellent Presentation Award

    2022.7   East-Asian Association for Science Education  

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Research Projects

  • グリーンエデュケーションパートナーシップを具現化する気候変動教育のアジア共同研究

    Grant number：24KK0048  2024.09 - 2028.03

    日本学術振興会  科学研究費助成事業  国際共同研究加速基金（海外連携研究）

    藤井 浩樹, 大安 喜一, 市瀬 智紀, 小野寺 かれん, Khalifatulloh Fiel'ardh

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    Grant amount：\20930000 （ Direct expense: \16100000 、 Indirect expense：\4830000 ）

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  • Promoting Teacher Education for Climate Change Education through Collaboration between Asian Center of Excellence on ESD

    Grant number：20KK0047  2020.10 - 2024.03

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research  Fund for the Promotion of Joint International Research (Fostering Joint International Research (B))

    藤井 浩樹, 市瀬 智紀, 大安 喜一, 柴川 弘子, KHALIFATULLOH FIELARDH

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    Grant amount：\17420000 （ Direct expense: \13400000 、 Indirect expense：\4020000 ）

    本研究の目的は、アジア（中国、インド、インドネシア、日本、カザフスタン、マレーシア、モンゴル、フィリピン、タイの９か国）のESD（持続可能な開発のための教育）の研究教育拠点が連携し、世界初の国際標準である「気候変動教育の教師教育プログラムのアジア・フレームワーク」とその普及ガイドを開発することである。そこで、４年間の研究期間内に、各国の研究教育拠点で気候変動教育の教師教育プログラムを開発・実践・評価し、それらの成果をまとめ、アジアの教師教育機関で採用可能で国際的に通用する「気候変動教育の教師教育プログラムのアジア・フレームワーク」を提示する。そして、フレームワークの普及ガイドを作成し、気候変動教育の教師教育をアジアで普及させる。
    令和４年度は、前年度に続いて気候変動教育の教師教育プログラムを開発・実践した。プログラムの履修の年次進行に伴い、教員養成段階の学生や現職教員のコンピテンシー（気候変動教育を実践する教師に求められる資質・能力）がどのように形成されるかを縦断的に調査・分析した。分析の結果から、開発した教師教育プログラムの有効性を評価し、改善点を明確にした。
    研究の進捗を共有するために、研究教育拠点のメンバーと協力機関のACCU,ユネスコの地域事務所が参加する第３回会議（令和４年５月３～５日、モンゴルの研究教育拠点においてオンサイト）及び第４回会議（令和５年２月21日、オンライン）を開催した。また、研究の中間レポートを作成し、公表した（令和4年8月）。

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Class subject in charge

  • Design for Interdisciplinary Learning (ESD) （2024academic year） 3rd and 4th semester  - 金5,金6

  • Design for Interdisciplinary Learning (ESD) （2024academic year） 3rd and 4th semester  - 金5,金6

  • Design for Interdisciplinary Learning (ESD) （2023academic year） Summer concentration  - その他