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  • Higher education institutions in the countries of Central and Eastern Europe over past 20 years have faced multiple challenges associated with the transition period: liberalisation, transformation related to market economy requirements, growing numbers of students; and deep systemic changes related to the Bologna Process and inclusion within the European Higher Education Area. Within these processes, re-orientation of the former environmental policies to encompass broader sustainability concepts was based on the introduction of social sciences and support for excellence in (existing or newly emerging) SD-related disciplines. University cooperation with other regional stakeholders has been applied to teacher education, but sustainability initiatives still have many (mainly institutional) barriers especially in regard to other (non-teacher education-related) disciplines. In addition, research that was formerly commissioned exclusively with research institutes does not possess a reflexive character, which limits internal driving forces for further development of ESD in higher education.
  • Higher education institutions in the countries of Central and Eastern Europe over past 20 years have faced multiple challenges associated with the transition period: liberalisation, transformation related to market economy requirements, growing numbers of students; and deep systemic changes related to the Bologna Process and inclusion within the European Higher Education Area. Within these processes, re-orientation of the former environmental policies to encompass broader sustainability concepts was based on the introduction of social sciences and support for excellence in (existing or newly emerging) SD-related disciplines. University cooperation with other regional stakeholders has been applied to teacher education, but sustainability initiatives still have many (mainly institutional) barriers especially in regard to other (non-teacher education-related) disciplines. In addition, research that was formerly commissioned exclusively with research institutes does not possess a reflexive character, which limits internal driving forces for further development of ESD in higher education. (en)
Title
  • Sustainability in higher education: the Central and Eastern European case
  • Sustainability in higher education: the Central and Eastern European case (en)
skos:prefLabel
  • Sustainability in higher education: the Central and Eastern European case
  • Sustainability in higher education: the Central and Eastern European case (en)
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  • RIV/00216208:11690/11:10119027!RIV13-MSM-11690___
http://linked.open...avai/riv/aktivita
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  • I
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  • 233556
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  • RIV/00216208:11690/11:10119027
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  • ESD; Central Eastern European; education; Sustainability (en)
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  • [12EA4D01F761]
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  • Velká Británie
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  • 4
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  • Higher Education in the World 4. Higher education's Commitment to Sustainability: from Understanding to Action
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  • Moldan, Bedřich
  • Dlouhá, Jana
number of pages
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  • Palgrave Macmillan
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  • 978-0-230-53555-8
http://localhost/t...ganizacniJednotka
  • 11690
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