Ireland’s ESD to 2030

Second national strategy on education for sustainable development: enough to catalyse sociocultural transformation

Dados Bibliográficos

ID21530638
AutoresEmma Morrissey Gleeson (0000-0003-4558-0582, Mary Immaculate College, University of Limerick, autor correspondente)
Ano2025
Volume44
Fascículo4
Páginas703-722
Data de publicação2025-10-02
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoIrish Educational Studies (JOURNAL)
Identificadores do periódicoISSN: 0332-3315 • E-ISSN: 1747-4965
EditoraInforma UK Limited (PUBLISHER • GB)
DOI10.1080/03323315.2025.2561641
OpenAlexW4414518619
IdiomaEN
Referências citadas42

The entangled crises of climate change, ecological destruction and social injustices characterise the world we live in. Education for Sustainable Development (ESD) has been embraced by a significant number of countries as an exemplar for driving the individual and social transformation needed to address these entangled crises. To gain a deeper and broader understanding of the values underpinning ESD, this paper employs Kincheloe and Berry’s (Kincheloe, Joe L., and Kathleen S Berry. 2004. Rigour and Complexity in Educational Research. Berkshire: McGraw-Hill) bricolage approach, specifically their exploration of a point of entry text (POET). As the strategy tasked with embedding ESD in both educational and other applicable strategies in Ireland, Ireland’s ESD to 2030: Second National Strategy on Education for Sustainable Development is selected as the POET. By interrogating the values underpinning the POET, this research aims to assess the capacity of ESD to catalyse sociocultural change

Education for sustainable development · Public policy · Sociocultural evolution · Strategic planning · Sustainable development · Environmental Education and Sustainability