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Exploring changes in perceptions and practices of sustainability in ESD communities in Australia during the COVID-19 Pandemic


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Beasy, K ORCID: 0000-0002-5998-1419 and Gonzalez, LR 2021 , 'Exploring changes in perceptions and practices of sustainability in ESD communities in Australia during the COVID-19 Pandemic' , Journal of Education for Sustainable Development, vol. 15, no. 1 , 5–24 , doi: 10.1177/09734082211012081.

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bstractEducation for sustainable development (ESD) aims to empower futuregenerations to address current global environmental threats, though itfaces challenges to implementation, often linked to narrow perceptionsof sustainability. To observe such changes in practice and draw theirimplications for ESD, we explore the effects of COVID-19 in perspectives andpractices of sustainability across an education community. We reflect onhow disruptions or threats can trigger a (re)imagination of individual andcollective action. Our findings suggest that the COVID-19 pandemic and itseffects on individuals and societies have altered perceptions and practicesof sustainability through envisaging previously unimaginable globalenvironmental restoration, and experiencing personal, professional andcollective changes. Our study shows that the perceived restorative effectson the environment of the pandemic lifted the education community spiritsand enhanced a willingness to change by leveraging the social networkaround the education community to promote collective action.

Item Type: Article
Authors/Creators:Beasy, K and Gonzalez, LR
Keywords: education for sustainability, sustainability education, change theory, professional development, education for sustainable development (ESD), COVID-19, community, Australia
Journal or Publication Title: Journal of Education for Sustainable Development
Publisher: Sage Publications India Pvt. Ltd.
ISSN: 0973-4082
DOI / ID Number: 10.1177/09734082211012081
Copyright Information:

Copyright 2021 SAGE Publications. Licensed under Creative Commons Attribution 4.0 International (CC BY 4.0)

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