Robert James Didham
Biographic Data
| ID | 4514636 |
|---|---|
| NAME | Robert James Didham |
| GIVEN NAMES | Robert James |
| FAMILY NAME | Didham |
| SIGNATURE | DIDHAM R J |
| AFFILIATIONS | University of Inland Norway |
| ORCID | 0000-0003-0201-8362 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 5 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Differing interpretations for integrating whole-school approaches for sustainability: A horizontal comparison of three Norwegian school cases
Within the context of the Norwegian curriculum, the recent curriculum reform - The Knowledge Promotion Reform 2020, incorporates the “interdisciplinary themes” – public health and life skills, democracy and citizenship, and sustainable development. This article seeks firstly, to gain insights into how three exemplary case studies promote Education Sustainable Development (ESD) adopting a Whole School Approach (WSA) and secondly, what the percepti…
Envisioning leadership for tomorrow’s collective well-being
Adaptive capacity as an educational goal to advance policy for integrating DRR into quality education for sustainable development
This paper explores how the linkages between quality education, education for sustainable development (ESD), and disaster risk reduction (DRR) education may be strengthened and functionalised through the application of “adaptive capacity” as a common learning objective. Adaptive capacity is recognised as an important element in building social resilience and thus supporting disaster risk reduction. Five pedagogical aspects of learning for adaptiv…
How collaborative governance can facilitate quality learning for sustainability in cities: A comparative case study of Bristol, Kitakyushu and Tongyeong
Social learning as a key factor in sustainability transitions: The case of Okayama City
Social learning as a key factor in sustainability transitions: The case of Okayama City
How collaborative governance can facilitate quality learning for sustainability in cities: A comparative case study of Bristol, Kitakyushu and Tongyeong
Adaptive capacity as an educational goal to advance policy for integrating DRR into quality education for sustainable development
This paper explores how the linkages between quality education, education for sustainable development (ESD), and disaster risk reduction (DRR) education may be strengthened and functionalised through the application of “adaptive capacity” as a common learning objective. Adaptive capacity is recognised as an important element in building social resilience and thus supporting disaster risk reduction. Five pedagogical aspects of learning for adaptiv…
Envisioning leadership for tomorrow’s collective well-being
Differing interpretations for integrating whole-school approaches for sustainability: A horizontal comparison of three Norwegian school cases
Within the context of the Norwegian curriculum, the recent curriculum reform - The Knowledge Promotion Reform 2020, incorporates the “interdisciplinary themes” – public health and life skills, democracy and citizenship, and sustainable development. This article seeks firstly, to gain insights into how three exemplary case studies promote Education Sustainable Development (ESD) adopting a Whole School Approach (WSA) and secondly, what the percepti…
Sustainable development (5 works) · Political science (4 works) · Sociology (4 works) · Sustainability (4 works) · Public relations (3 works) · Sustainability in Higher Education (3 works) · Business (2 works) · Curriculum (2 works) · Education for sustainable development (2 works) · Engineering (2 works)