sustainable education

Sustainable Education

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• Eila Jeronen 7 , 8 , 9 , 10  

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The concept of sustainable education is based on the terms sustainability and education. The term “sustainability” is derived from the Latin word sustinere and the term “education” from the Latin word educatio. The former is a model of thinking in which the quality of life is improved through balancing the environment, society, and the economy (Jeronen 2013 ). The latter refers to an activity or process for acquiring or sharing knowledge or skills, developing the powers of reasoning and judgment, and intellectually preparing oneself or others for life (Thesaurus 2021 ). Many of today’s challenges require a veritable shift in thought and behavior to support sustainable living. According to Stephen Sterling ( 2008 ), the necessary cultural change can be achieved through sustainable education (SE). He defines the concept as:

a change of educational culture, one which develops and embodies the theory and practice of sustainability in a way which is critically aware. It...

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Faculty of Education, University of Oulu, Oulu, Finland

Eila Jeronen

Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland

Faculty of Education, University of Lapland, Rovaniemi, Finland

Tampere, Finland

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London Metropolitan University, Guildhall Faculty of Business and Law London Metropolitan University, London, UK

Samuel Idowu

Cologne Business School, Ingolstadt, Germany

René Schmidpeter

College of Business, Loyola University New Orleans, New Orleans, LA, USA

Nicholas Capaldi

International Training Centre of the IL, International Labor Organization, Turin, Italy

Liangrong Zu

Department of Economics, Society and Politics, University of Urbino Carlo Bo, Urbino, Italy

Mara Del Baldo

Instituto Politécnico da Guarda, Guarda, Portugal

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Lars Moratis

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Jeronen, E. (2022). Sustainable Education. In: Idowu, S., Schmidpeter, R., Capaldi, N., Zu, L., Del Baldo, M., Abreu, R. (eds) Encyclopedia of Sustainable Management. Springer, Cham. https://doi.org/10.1007/978-3-030-02006-4_237-1

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DOI : https://doi.org/10.1007/978-3-030-02006-4_237-1

Received : 04 August 2021

Accepted : 13 September 2021

Published : 01 January 2022

Publisher Name : Springer, Cham

Print ISBN : 978-3-030-02006-4

Online ISBN : 978-3-030-02006-4

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Transforming education to transform the world

Greening education partnership, getting every learner climate-ready, the un secretary-general calls the climate crisis ‘a battle for our lives’, as we still struggle to transform our societies to reach the 1.5°c-degree path recommended by the paris agreement..

Rapid and radical transformation at all levels and in many aspects of our life is required, with education as a central and powerful means to support the adaptation and strengthen the resilience of learners and societies. It is also important to ensure education systems become more resilient to climate change to create safe and climate-proof schools.

The UN Secretary General’s Transforming Education Summit has confirmed that education must be transformed to respond to the global climate and environmental crisis. Building off of the knowledge and practice accumulated in Education for Sustainable Development (ESD), a new Greening Education Partnership aims to deliver strong, coordinated and comprehensive action that will prepare every learner to acquire the knowledge, skills, values, and attitudes to tackle climate change and to promote sustainable development.

Did you know?

• The earth’s average global temperature has risen by 1°c with most of the warming occurring in the past 35 years .
• Recent UNESCO findings reveal that around half of the 100 countries reviewed had no mention of climate change in their national curriculum.
• While 95% of surveyed primary and secondary teachers felt that teaching climate change is important, less than 30% expressed a readiness to teach it.
• 75% of young people say that they are frightened about their future. At COP26 in Glasgow in 2021 and the TES pre-Summit in Paris in June 2022, young people demanded concrete action and called upon governments to change education systems so they are fit to tackle the challenges of climate change.

WHAT IS THE ROLE OF EDUCATION?

Taking a life-long learning approach starting from pre-primary to adult education, ESD aims to equip all learners with critical competencies covering not only knowledge, but also social and emotional awareness and actions, including critical thinking and collaboration.

With such knowledge, skills, values, and attitudes, learners gain insight into the complexity of the climate crisis, interconnectedness of global sustainability challenges, as well as how to contribute to problem-solving in daily contexts.

Drawing upon ESD’s holistic approach to learning, the Greening Education Partnership aims to inspire action from countries to empower learners with the skills required for inclusive and sustainable economic development within the context of the transition toward digital and green economies.

INTERESTED IN JOINING? HERE’S HOW YOU CAN COMMIT

Countries are encouraged to join the Greening Education Partnership in the four action areas. Countries are invited to commit to achieve the set targets of at least two and if possible all four components by 2030. Progress is regularly monitored and the global network ‘ESD-Net 2030’ will provide a platform to exchange experiences and showcase good practices.

For more information: www.unesco.org/en/education/sustainable-development

To contact: [email protected]

Education for Sustainable Development and Global Citizenship

#sdgaction39806.

• Description
• SDGs & Targets
• SDG 14 targets covered
• Deliverables & timeline
• Resources mobilized
• Progress reports

1. Development of an ESDGC within a curriculum developmetn group (CDG). Development of an approved ESDGC Policy3. Development of clear objectives and targets which are auditable - contained within a written ESDGC strategy 4. Development of a sustainability survey 5. Delivery of staff training 6. Development of supporting resources, including signposting on the college portal 7. Development of the college website with a specific area related to sustainability 8. Development of curriculum materials and methods of delivery for sustainability as part of a partnership programme.

1. To work with Engage Training to develop sustainability related learning programmes<br /> 2. To work with Cynnal Cymru (sustain Wales) as a partner

Objectives for embedding ESDGC will be overseen by the Bridgend College Curriculum Development Group (CDG). The group Chair is the Assistant Principal for Finance and Resources and attended by the Deans of Faculty, Assistant Principal for Learner Services, Health Safety and Sustainable Development Manager, other members of staff. Annual assessment of progress is made publicly available via an integrated health, safety and sustainable development report.Notes: Sustainability is a key priority of the Welsh Government via the Wellbeing of Future Generations Act 2105. ESDGC will be a statutory duty within the education minister's portfolio. Bridgend College is a signatory of the Welsh Sustainable Development Charter. ESDGC forms part of the ESTYN framework for inspection of schools and colleges in Wales.

Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes

Proportion of children and young people ( a ) in grades 2/3; ( b ) at the end of primary; and ( c ) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex

Completion rate (primary education, lower secondary education, upper secondary education)

By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education

Proportion of children aged 24–59 months who are developmentally on track in health, learning and psychosocial well-being, by sex

Participation rate in organized learning (one year before the official primary entry age), by sex

By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university

Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex

By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship

Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill

Parity indices (female/male, rural/urban, bottom/top wealth quintile and others such as disability status, indigenous peoples and conflict-affected, as data become available) for all education indicators on this list that can be disaggregated

By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy

Proportion of population in a given age group achieving at least a fixed level of proficiency in functional ( a ) literacy and ( b ) numeracy skills, by sex

By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development

Extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in ( a ) national education policies; ( b ) curricula; ( c ) teacher education and ( d ) student assessment

Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all

Proportion of schools offering basic services, by type of service

Volume of official development assistance flows for scholarships by sector and type of study

By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States

Proportion of teachers with the minimum required qualifications, by education level

Strengthen the means of implementation and revitalize the Global Partnership for Sustainable Development

Strengthen domestic resource mobilization, including through international support to developing countries, to improve domestic capacity for tax and other revenue collection

Developed countries to implement fully their official development assistance commitments, including the commitment by many developed countries to achieve the target of 0.7 per cent of ODA/GNI to developing countries and 0.15 to 0.20 per cent of ODA/GNI to least developed countries; ODA providers are encouraged to consider setting a target to provide at least 0.20 per cent of ODA/GNI to least developed countries

Mobilize additional financial resources for developing countries from multiple sources

Additional financial resources mobilized for developing countries from multiple sources 

Assist developing countries in attaining long-term debt sustainability through coordinated policies aimed at fostering debt financing, debt relief and debt restructuring, as appropriate, and address the external debt of highly indebted poor countries to reduce debt distress

Adopt and implement investment promotion regimes for least developed countries

Number of countries that adopt and implement investment promotion regimes for developing countries, including the least developed countries

Enhance North-South, South-South and triangular regional and international cooperation on and access to science, technology and innovation and enhance knowledge sharing on mutually agreed terms, including through improved coordination among existing mechanisms, in particular at the United Nations level, and through a global technology facilitation mechanism

 Fixed broadband subscriptions per 100 inhabitants, by speed

Promote the development, transfer, dissemination and diffusion of environmentally sound technologies to developing countries on favourable terms, including on concessional and preferential terms, as mutually agreed

Total amount of funding for developing countries to promote the development, transfer, dissemination and diffusion of environmentally sound technologies

Fully operationalize the technology bank and science, technology and innovation capacity-building mechanism for least developed countries by 2017 and enhance the use of enabling technology, in particular information and communications technology

Enhance international support for implementing effective and targeted capacity-building in developing countries to support national plans to implement all the Sustainable Development Goals, including through North-South, South-South and triangular cooperation

Dollar value of financial and technical assistance (including through North-South, South‑South and triangular cooperation) committed to developing countries

Promote a universal, rules-based, open, non-discriminatory and equitable multilateral trading system under the World Trade Organization, including through the conclusion of negotiations under its Doha Development Agenda

Significantly increase the exports of developing countries, in particular with a view to doubling the least developed countries’ share of global exports by 2020

Developing countries’ and least developed countries’ share of global exports

Realize timely implementation of duty-free and quota-free market access on a lasting basis for all least developed countries, consistent with World Trade Organization decisions, including by ensuring that preferential rules of origin applicable to imports from least developed countries are transparent and simple, and contribute to facilitating market access

Weighted average tariffs faced by developing countries, least developed countries and small island developing States

Enhance global macroeconomic stability, including through policy coordination and policy coherence

Enhance policy coherence for sustainable development

Respect each country’s policy space and leadership to establish and implement policies for poverty eradication and sustainable development 

Enhance the Global Partnership for Sustainable Development, complemented by multi-stakeholder partnerships that mobilize and share knowledge, expertise, technology and financial resources, to support the achievement of the Sustainable Development Goals in all countries, in particular developing countries

Number of countries reporting progress in multi-stakeholder development effectiveness monitoring frameworks that support the achievement of the Sustainable Development Goals

Encourage and promote effective public, public-private and civil society partnerships, building on the experience and resourcing strategies of partnerships 

Amount in United States dollars committed to public-private partnerships for infrastructure

By 2020, enhance capacity-building support to developing countries, including for least developed countries and small island developing States, to increase significantly the availability of high-quality, timely and reliable data disaggregated by income, gender, age, race, ethnicity, migratory status, disability, geographic location and other characteristics relevant in national contexts

Statistical capacity indicators

Number of countries with a national statistical plan that is fully funded and under implementation, by source of funding

By 2030, build on existing initiatives to develop measurements of progress on sustainable development that complement gross domestic product, and support statistical capacity-building in developing countries

Proportion of countries that ( a ) have conducted at least one population and housing census in the last 10 years; and ( b ) have achieved 100 per cent birth registration and 80 per cent death registration

Ensure sustainable consumption and production patterns

Implement the 10-Year Framework of Programmes on Sustainable Consumption and Production Patterns, all countries taking action, with developed countries taking the lead, taking into account the development and capabilities of developing countries

Number of countries developing, adopting or implementing policy instruments aimed at supporting the shift to sustainable consumption and production

By 2030, achieve the sustainable management and efficient use of natural resources

Material footprint, material footprint per capita, and material footprint per GDP

Domestic material consumption, domestic material consumption per capita, and domestic material consumption per GDP

By 2030, halve per capita global food waste at the retail and consumer levels and reduce food losses along production and supply chains, including post-harvest losses

( a ) Food loss index and ( b ) food waste index

By 2020, achieve the environmentally sound management of chemicals and all wastes throughout their life cycle, in accordance with agreed international frameworks, and significantly reduce their release to air, water and soil in order to minimize their adverse impacts on human health and the environment

( a ) Hazardous waste generated per capita; and ( b ) proportion of hazardous waste treated, by type of treatment

By 2030, substantially reduce waste generation through prevention, reduction, recycling and reuse

National recycling rate, tons of material recycled

Encourage companies, especially large and transnational companies, to adopt sustainable practices and to integrate sustainability information into their reporting cycle

Promote public procurement practices that are sustainable, in accordance with national policies and priorities

Number of countries implementing sustainable public procurement policies and action plans

By 2030, ensure that people everywhere have the relevant information and awareness for sustainable development and lifestyles in harmony with nature

Extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in ( a ) national education policies; ( b ) curricula; ( c ) teacher education; and ( d ) student assessment

Support developing countries to strengthen their scientific and technological capacity to move towards more sustainable patterns of consumption and production

Installed renewable energy-generating capacity in developing and developed countries (in watts per capita)

Develop and implement tools to monitor sustainable development impacts for sustainable tourism that creates jobs and promotes local culture and products

Implementation of standard accounting tools to monitor the economic and environmental aspects of tourism sustainability

Rationalize inefficient fossil-fuel subsidies that encourage wasteful consumption by removing market distortions, in accordance with national circumstances, including by restructuring taxation and phasing out those harmful subsidies, where they exist, to reflect their environmental impacts, taking fully into account the specific needs and conditions of developing countries and minimizing the possible adverse impacts on their development in a manner that protects the poor and the affected communities

Amount of fossil-fuel subsidies (production and consumption) per unit of GDP

Take urgent action to combat climate change and its impacts

Strengthen resilience and adaptive capacity to climate-related hazards and natural disasters in all countries

Number of deaths, missing persons and directly affected persons attributed to disasters per 100,000 population

Number of countries that adopt and implement national disaster risk reduction strategies in line with the Sendai Framework for Disaster Risk Reduction 2015–2030

Proportion of local governments that adopt and implement local disaster risk reduction strategies in line with national disaster risk reduction strategies

Integrate climate change measures into national policies, strategies and planning

Number of countries with nationally determined contributions, long-term strategies, national adaptation plans and adaptation communications, as reported to the secretariat of the United Nations Framework Convention on Climate Change

Total greenhouse gas emissions per year

Improve education, awareness-raising and human and institutional capacity on climate change mitigation, adaptation, impact reduction and early warning

Implement the commitment undertaken by developed-country parties to the United Nations Framework Convention on Climate Change to a goal of mobilizing jointly $100 billion annually by 2020 from all sources to address the needs of developing countries in the context of meaningful mitigation actions and transparency on implementation and fully operationalize the Green Climate Fund through its capitalization as soon as possible

Amounts provided and mobilized in United States dollars per year in relation to the continued existing collective mobilization goal of the $100 billion commitment through to 2025

Promote mechanisms for raising capacity for effective climate change-related planning and management in least developed countries and small island developing States, including focusing on women, youth and local and marginalized communities

Number of least developed countries and small island developing States with nationally determined contributions, long-term strategies, national adaptation plans and adaptation communications, as reported to the secretariat of the United Nations Framework Convention on Climate Change

Action Network

Geographical coverage

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Youth education for a sustainable future

The Summit of the Future recognizes the importance of the active, meaningful and inclusive participation of youth in decision-making. This is a smart call. It is the right call.

The world has never been so young. Gen Z now makes up one third of the world’s population. And, according to the last World Youth Report, there are 1.2 billion people aged between 15 and 24 years, a figure that will rise to 1.3 billion by 2030.

These are huge constituencies. But it isn’t just about numbers. It is about ideas and energy. Youth do not cleave to the old ways of doing things. They see the problems, yes. They know that they are inheriting many problems from previous generations. But they also see possibilities and new pathways. When innovation comes, it is often from youth. 

Youth will undoubtedly be central to ending the triple planetary crisis – the crisis of climate change , the crisis of nature and biodiversity loss , and the crisis of pollution and waste . And so, they will be central to a sustainable future – as there can be no peace, prosperity or equity without a stable climate and healthy nature.

But for youth to contribute and lead, we must overcome intergenerational gaps in power, influence and, increasingly, trust. That is why the Summit of the Future and the Declaration on Future Generations reaffirms our responsibility to embed youth perspectives in global decision-making processes.

But it isn’t as simple as listening and nodding along. We have a responsibility to arm youth with the right knowledge and skills so that they can lead the just transition to sustainable development. At the moment, we are failing in this task.

As the world moves to net-zero, nature-positive and zero-pollution economies, there is a growing need for green skills. But as many as seven out of ten young people do not have basic knowledge on environmental sustainability. UNESCO’s Learn for Our Planet found that more than half of educational plans and curricula frameworks studied in almost 50 countries make no reference to climate change. Only one in five speak about biodiversity.

The result is that youth are less likely to make the choices or enter the jobs that will secure their own future on a healthy planet.

So, we need to support youth empowerment and upskilling, through public-private-youth partnerships that change education systems – from university courses to on-the-job training. One such partnership is the Green Jobs for Youth Pact , led by the International Labour Organization (ILO), the United Nations Children’s Fund (UNICEF) and the UN Environment Programme (UNEP). 

The Pact works with youth, governments, employers, workers’ organizations and educational institutions to create meaningful employment opportunities for young people by 2030. Since it was launched at COP27, the Pact has made positive strides.

Governments have committed to advancing policies and initiatives on green skills and jobs for youth, including Cuba, Kenya, Madagascar and Senegal. Regional intergovernmental fora in Latin America and Africa have endorsed the pact.

We have a Youth Advisory Group. Accelerator programmes in Africa, Asia Pacific and West Asia that train young entrepreneurs, including women. In India, UNEP collaborates with the Green Skill Council to build youth readiness for green jobs in such initiatives as the Prime Minister's Green Hydrogen Mission. 

We have private sector commitments to upskill and empower youth – and we will hear from LinkedIn today. And we will build a new Green Skills and Learning Accelerator, with the first regional hub soon to be launched in Kenya and we are also working closely with other Higher Education including Times Higher Education to build out more Accelerators to support young people to have the skills and human capital needed to meet the green transition. 

We are making progress. But we remain a long way from helping youth to fulfil their green potential. So, I am calling on everyone here to partner with the Green Jobs for Youth Pact and accelerate progress to a greener and more decent future, with youth leading the way.

• Youth, education & environment

Further Resources

• UNEP at the 79th Session of the UN General Assembly (UNGA 79)

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Related Sustainable Development Goals

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Meetings & Events

Education can't wait: ensuring conditions and….

24 September 2024

Education Can't Wait: Ensuring Conditions and Financing for a Better Future in Latin America and the Caribbean

Objectives:

• Reflect on the need to advance in ensuring enabling conditions and sustainable financing strategies for educational reactivation, recovery, and transformation.
• Reflect on the importance of regional cooperation and the role of multilateralism in promoting a concrete commitment by all actors to sustainable financing of education, establishing regional spaces for dialogue and learning, between education and finance authorities.
• Present successful and innovative initiatives that have contributed to improving education in diverse contexts, based on sustainable, equitable, inclusive, transparent, and efficient financing.
• Position the Latin America and Caribbean region in the global context and the implementation of the TES agreements and the Pact for the Future as a reference for the commitment and mobilizing capacity of its leaders in ensuring the human right to education.

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Kazan Federal University

• #401 Ranking
• 33 Scholarships
• 50,000 Students
• 10,883 Students (int'l)
• Public Institution Type

Master's Programmes

European and international business law, management - general and strategic management, geology - complex data analysis in petroleum geosciences, geology - stratigraphy of oil and gas basins, international business law.

In November 1804 the Emperor Alexander I signed the Affirmative Letter and the Charter about the creation of the Kazan Imperial University.

• 687 degree programs in various disciplines
• 10 double-degree programs with partner universities

Research areas:

• Biomedicine and pharmaceutics
• Oil extraction, refining and petrochemistry
• Infocommunication and aerospace technologies
• Advanced materials

Being one of the oldest universities in the country, Kazan Federal University, established the merger of Kazan State University, Tatar State University for Humanities and Education, Kazan State Institute of Finance and Economics, and Elabuga State Pedagogical University, has brought up a remarkable cast of alumni who make a significant contribution to the development of Tatarstan and Russia in industry, politics, science, arts, and sports.

For many years Kazan Federal University has been training specialists for foreign countries. Today our alumni live and work in the USA, Israel, Germany, France, Cuba, Australia, China, Mongolia, Finland, Singapore, Czech Republic, Ukraine and many other countries.

Kazan Federal University Scholarships

Below you will find scholarships related to Kazan Federal University. Distinction can be made between scholarships provided by the University and those provided by independent providers.

Read more about eligibility

For a complete overview of scholarships for Kazan Federal University, visit our scholarship search .

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Housing services.

• KFU students can live on or off campus. The university offers a variety of living facilities and comfortable apartments, including Universiade Village dormitories with the capacity of 12000 living places.
• Dorms/student residences
• The old dormitories - In brief, they are as follows: two or three persons in a room, eight rooms on the floor, one kitchen, two toilets, shower in the basement
• Off-campus apartments - Apartment rent depends on its location, size and refurbishing. As a rule, rented apartments have furniture and basic household appliances (fridge, Telephone).
• Host family stays - KFU offers family stay with host families that have been accommodating international students for many years now.

Library services

Nikolai Lobachevsky Scientific Library is a gem of the University. It was established at the end of the 18th century. During its 200-year history, the library has accumulated over five million volumes, including 150 thousand old and rare units.

• over five million volumes, including 150 thousand old and rare units
• in the Top 10 of Russian libraries by size
• 3rd among other Russian university libraries

ICT services

• Kazan Federal University has a wide computer network with access to the internet. All the Faculties of the University have their own local networks.
• The University also provides students with fee-based Wi-Fi access both in dormitories and in University buildings and a copy center.

Medical services

• International insurance policy (make sure it is valid in Russia) and proof of medical insurance that covers the full study period at KFU must be presented or sign a medical insurance agreement and buy the student medical insurance upon arrival
• Student health/emergency services are organized in KFU medical centers and are organized free of charge given that the student has a medical insurance

Campus life

The Universiade Village’s infrastructure is well-developed. Its premises comprise a pharmacy, a medical station, a security guard station, a sports equipment rental centre, a hairdresser's, a supermarket, catering establishments, a post office, a service centre, a tailoring shop. Volleyball and basketball courts and a football ground are located along the Flag alley.

A medical center, drugstore, sports equipment rent station, laundry, beauty salon, cafeteria and other facilities are available here. 

Sports facilities

• KFU students practice different types of physical activities at 10 sports halls of the UNIX Center and the recently built 2013 World University Games sporting center Bustan. In the Universiade Village a swimming pool, ice rink, and multi-purpose sports complex are at students' use.
• Students may choose from 24 kinds of sports, including aerobics, basketball, volleyball, martial arts, track and field athletics, table tennis, rock-climbing, swimming, football etc.

Kazan Federal University is a state-licensed higher education institute. Kazan Federal University is licensed and accredited by the Ministry of Education and Science to hold educational activities in the field of higher education.

Global Student Satisfaction Awards 2023

The Global Student Satisfaction Awards empower students across the globe to determine the best universities of 2023. Universities with a score above 4.0 (out of 5) in any of the 8 award categories, receive Badges of Excellence. Congratulations!

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INTERNATIONAL YOUTH EDU-SKILLS FO UNDATION (International Foundation for the Improvement of Education and Skills among Youth)

Changing lives, Building Future

Applications for the III OIC Youth Scientific Congress are Now Open

Updated: Aug 13

Name of the Event: III OIC Youth Scientific Congress

Date: 6 - 9 November 2024

Place: Kazan/Tatarstan (Russian Federation)

Mode: Offline

Last Date of Application: 8 September 2024

Link to Apply:

Congress is the international dialogue platform in the Republic of Tatarstan involving for the 3rd time, young researchers from Russia and OIC countries in the scientific dialogue aiming at technological and innovative development.

Agenda of Congress-2024: Achieving sustainable well-being in the context of global challenges

The Congress will focus on the following topics:

sustainable wellbeing and education,

biomedicine and biotechnology,

international relations and law,

petroleum technologies,

architecture and design.

Who can apply:

Youth from the OIC Member and Observer States

Aged between 18-35

English level B2-C1

You have scientific research within one of the tracks of the Congress (the abstract on 1-2 pages should be attached to the application)

We are not the official organisers of the program. If you have any queries regarding it, kindly contact the organisers at - [email protected]

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IITs Indore and Hyderabad design sustainable geogrids for climate-resilient infra

Iit indore and iit hyderabad have developed eco-friendly geogrids, inspired by the taj mahal and indian star tortoise patterns, to support sustainable infrastructure and address climate change challenges..

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• IIT Indore and IIT Hyderabad develop eco-friendly geogrids
• Inspired by Taj Mahal and Indian star tortoise designs
• Supports sustainable infrastructure and reduces greenhouse gas emissions

Two of India's leading technology institutes, IIT Indore and IIT Hyderabad, have joined forces to create geogrids inspired by the architectural beauty of the Taj Mahal and the natural patterns found in the Indian star tortoise.

WHAT ARE GEOGRIDS?

Geogrids are geosynthetic materials used to reinforce soil and other construction materials.

INSPIRED BY ARCHITECTURE AND NATURE

The designs of these geogrids aren’t just a product of engineering brilliance; they’re influenced by the architectural elegance of the Taj Mahal and the intricate shell patterns of the Indian star tortoise.

A SOLUTION FOR CLIMATE-RESILIENT INFRASTRUCTURE

India, with its vast road networks, faces challenges in sourcing the necessary crushed stone aggregates for large-scale construction.

As Prof Suhas Joshi, Director of IIT Indore, pointed out, “This technological development aligns with the nation’s commitment to the UN Sustainable Development Goals, especially in creating innovative, resilient, and sustainable infrastructure.”

MULTIPLE APPLICATIONS FOR A SUSTAINABLE FUTURE

The eco-friendly geogrids have a wide range of applications, from reinforcing airport runways and railway tracks to supporting tunnel construction and preventing soil erosion.

They also play a crucial role in embankments, bridge abutments, and riverbank protection, proving their importance in civil engineering projects aimed at combating the effects of climate change.

Developed by a research team including Dr Baadiga Ramu of IIT Indore and Prof Umashankar Balunaini of IIT Hyderabad, these geogrids provide a promising solution for enhancing infrastructure resilience while promoting sustainability.

Join UNESCO's #GreeningEducation campaign!

Around the world, many schools, teachers, students and communities are trying to make their schools green and climate-ready. In the lead up to the 29th annual United Nations Climate Change Conference (COP29), UNESCO invites students, teachers, schools, universities and local communities to participate in a #GreeningEducation campaign. 

Join the campaign and share your stories!

We want to hear how you are making your educational environment climate-ready. Show us the amazing ways in which you are making a difference for our planet. Inspire others to be part of the change and help shape a sustainable future for all.

How to participate

Create a video or take a photo: tell and show us what your school, teachers, learners and community are doing to green education and get your school climate-ready. You can post a photo with a caption or a short video.

Make your photo or video with the help of other students and your teacher(s). Tell us:

• What was the problem you were trying to fix?
• What actions did you take to make your school more climate-ready?
• What are the results?
• What else needs to be done?

Your photo or video should illustrate what actions are taking place in your school to make it green and climate ready, and what more needs to be done.

In your photo or video show us the physical environment in your school – your buildings, your gardens, your classrooms, or whatever space is getting “green”. 

Videos should not be longer than 2 minutes

including Instagram, TikTok, and Twitter

In your post, tag UNESCO (@unesco, @unesco_es, @unesco_fr) and use the hashtag #GreeningEducation

Make sure your video or photo is posted on time

What you need to know about how green your school

What do we mean by a ‘green school’? UNESCO has issued the  Green school quality standard . This is a new guide, which looks at four key areas in schools and the concrete steps that students, teachers and communities can take to make them more green: 

• school governance
• facilities and operation
• teaching and learning 
• community engagement

UNESCO has also launched another important resource: the  Greening Curriculum Guidance . 

The aim of both guides is to equip the entire education community with the knowledge, skills, values, habits, and infrastructures needed to address climate change and promote sustainable development in and through education.

Recent data reveals that over 50% of young people feel unprepared to deal with climate change, and only 40% of surveyed teachers feel confident in their ability to teach the subject effectively.

UNESCO believes that more effort is needed to help the whole school community – students, teachers and parents – understand climate change and better prepare for it. 

Join the conversation! #GreeningEducation

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