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"The Grand Challenges for Social Work (GCSW) provides an agenda for society, and for the social work profession. The 13 GCSW have been codified by the American Academy of Social Work and Social Welfare and are emerging as a significant underpinning in the education of undergraduate and graduate social work students throughout the U.S.A. This volume serves as a guide as to how this can best be achieved in alignment with the 2022 Educational Policy and Accreditation Standards (EPAS) from the Council of Social Work Education. Each chapter introduces a Grand Challenge; situates it within the curricula; and provides a teaching practices in one of the targeted domains as well as learning objectives, class exercises and discussions. By showing how to facilitate class discussion, manage difficult conversations and address diversity, equity, and inclusion as part of teaching the topic, this book will be of interest to all faculty teaching at bother undergraduate and graduate levels"--

Education is a vital tenet of a democratic society, equipping citizens with the skills necessary to self-govern. Individuals also experience K12 education policy consistently throughout their lives, as a student, a parent, a taxpayer, and/or a community member. For these reasons, we argue for the inclusion of education politics in political science education. We highlight the importance of this integration for students, the discipline, and democratic ideals. We emphasize that education, a crucial public good, has always been a political institution, yet political science curricula often overlook this aspect. By incorporating education politics into political science courses, we believe we can enhance students' understanding of democratic processes, prepare them for various professional opportunities, and foster civic engagement. Our paper provides a framework for political science educators to integrate education politics into their curricula, illustrating the connections between education politics and key political science concepts.

This worldwide study of field instruction provides comparative data about curriculum, field instructors, school-field partnerships and student assignments. While field education is nearly universal for entry-level education, there are notable structural and curricular differences amongst countries. Nearly all respondents identify the major educational challenge as helping students to integrate theory and practice.

The United Nations' Sustainable Development Goals (SDGs), and the European Union's strategies both set goals for solving environmental challenges faced by societies and communities. As part of solving these challenges, both the UN and the EU stress the development of entrepreneurial and innovative education. Teacher education plays a crucial role in these efforts, since teachers and teacher educators have a significant impact on educating citizens far into the future. In this research, we studied how Nordic (Finnish, Swedish, and Icelandic) primary teacher education curricula involve entrepreneurial, sustainable, and pro-environmental education. For this study, the authors analyzed the B.Ed. curricula of three academic teacher education institutions in Spring 2021. We used qualitative content analysis as our research method. According to the results, all three curricula incorporated both entrepreneurship education and sustainable development to some extent, although often not very explicitly. Given the urgency of problems such as global climate change, the educational goals and contents in these curricula related to entrepreneurial education and sustainable development are very limited. The idea of integrating environmental/sustainable and entrepreneurship education could be promoted in the future more explicitly, with these interdisciplinary educational themes emphasised more strongly in the curricula and education policies.

The United Nations' Sustainable Development Goals (SDGs), and the European Union's strategies both set goals for solving environmental challenges faced by societies and communities. As part of solving these challenges, both the UN and the EU stress the development of entrepreneurial and innovative education. Teacher education plays a crucial role in these efforts, since teachers and teacher educators have a significant impact on educating citizens far into the future. In this research, we studied how Nordic (Finnish, Swedish, and Icelandic) primary teacher education curricula involve entrepreneurial, sustainable, and pro-environmental education. For this study, the authors analyzed the B.Ed. curricula of three academic teacher education institutions in Spring 2021. We used qualitative content analysis as our research method. According to the results, all three curricula incorporated both entrepreneurship education and sustainable development to some extent, although often not very explicitly. Given the urgency of problems such as global climate change, the educational goals and contents in these curricula related to entrepreneurial education and sustainable development are very limited. The idea of integrating environmental/sustainable and entrepreneurship education could be promoted in the future more explicitly, with these interdisciplinary educational themes emphasised more strongly in the curricula and education policies.

This paper examines the position of Development Education (DE) or Global Education (GE) in the Estonian formal education and presents a survey on the status of DE in school curricula in countries of the European Union (DEEEP, 2006 & 2009). The survey was conducted by the Curriculum Working group of the Development Education Forum (DEF) of CONCORD [1] through national Non-Governmental Organisation platforms and networks working for the promotion of DE/GE in the different member states of the EU. The results of the study give a wealth of information about similarities and differences in the status, practice, and support for DE in the education sector in different nation states of the European Union, Estonia among the new member states. The survey and a look at the Estonian situation indicate a range of current priority issues for DE, and provide insights into the problems and weaknesses of an overloaded national school system struggling to keep up with contemporary global events and challenges. The paper is written from the perspective of an NGO offering support to teachers and schools in global education. Although education is not the core field of activity for most NGOs, many antecedents of global education – human rights education, environmental education, intercultural education etc. – are rooted in civil society movements and organisations. There is a long tradition of NGOs working with the formal education sector. In new member states of the EU the potential of NGOs in this field are further strengthened through the involvement in European level networks (like DEF) and European level funding (through European Commission/EuropeAid) and improved coordination in the national level (like through the Estonian Roundtable for Development Cooperation).

Publisher Copyright: © 2021 by the authors. Licensee MDPI, Basel, Switzerland. ; The United Nations' Sustainable Development Goals (SDGs), and the European Union's strategies both set goals for solving environmental challenges faced by societies and communities. As part of solving these challenges, both the UN and the EU stress the development of entrepreneurial and innovative education. Teacher education plays a crucial role in these efforts, since teachers and teacher educators have a significant impact on educating citizens far into the future. In this research, we studied how Nordic (Finnish, Swedish, and Icelandic) primary teacher education curricula involve entrepreneurial, sustainable, and pro-environmental education. For this study, the authors analyzed the B.Ed. curricula of three academic teacher education institutions in Spring 2021. We used qualitative content analysis as our research method. According to the results, all three curricula incorporated both entrepreneurship education and sustainable development to some extent, although often not very explicitly. Given the urgency of problems such as global climate change, the educational goals and contents in these curricula related to entrepreneurial education and sustainable development are very limited. The idea of integrating environmental/sustainable and entrepreneurship education could be promoted in the future more explicitly, with these interdisciplinary educational themes emphasised more strongly in the curricula and education policies. ; Peer reviewed

Environmental degradation is a global concern and an increasing one. Increasing population pressures, escalating consumption patterns and rapid industrial development are key contributors to this degradation. There is a growing recognition that sustainable development policies, plans and actions have a better chance of being implemented when they are supported by an educated, informed public. The objective of this paper is to highlight the need for the inclusion of environmental education into the curricula of engineering studies in order to raise environmental awareness at an early stage in their careers. The main aim of such environmental education is to provide engineers with the background to environmental issues such that they develop solutions that take into account the needs of the natural environment and which seek to minimise any negative impact.

Social Studies course is a pivotal course offered in the first three years of students' primary education. Since the foundation of the Turkish Republic to the present, there have been changes in the curricula of the social studies course in accordance with the needs and expectations of the related period in Turkish Republic History. Whether these changes introduced have fulfilled the mentioned expectations is the object of interest in this essay. Having considered these issues, answers to the following questions were sought within this research: a) what sorts of changes have been introduced to overcome the shortcomings of the old curricula, b) to what extent have these changes lived up to the characteristics of the period and does the field of the object or the content meet the requirements and to what extent does the content of the course align with the features of the educational sciences? Like the primary education curricula being used since the establishment of the Turkish Republic until today, social studies course's curricula were arranged by either The Committee on Education, the Educational Council or by a foreign educational consultant and external factors. The 1924 social studies course curriculum was in effect on a temporary basis due to being prepared quickly by the recently established Turkish Republic and it was in use only for two years. The 1926 social studies curriculum was the work of a government which just had completed its political revolution process and it was shaped around the ideas of an American educational scientist, Dewey. Next, in 1936 Turkish revolution was emphasized in the social studies curriculum, in which citizenship consciousness and patriotism was commonly stated. The 1948 social studies curriculum was in use for about 20 years and it accepted teaching knowledge as the principle idea and it created a dense amount of content by increasing the number of the chapters. In the social studies curriculum of 1968, all the objectives were set according to the student-oriented approach ...

Social Studies course is a pivotal course offered in the first three years of students' primary education. Since the foundation of the Turkish Republic to the present, there have been changes in the curricula of the social studies course in accordance with the needs and expectations of the related period in Turkish Republic History. Whether these changes introduced have fulfilled the mentioned expectations is the object of interest in this essay. Having considered these issues, answers to the following questions were sought within this research: a) what sorts of changes have been introduced to overcome the shortcomings of the old curricula, b) to what extent have these changes lived up to the characteristics of the period and does the field of the object or the content meet the requirements and to what extent does the content of the course align with the features of the educational sciences? Like the primary education curricula being used since the establishment of the Turkish Republic until today, social studies course's curricula were arranged by either The Committee on Education, the Educational Council or by a foreign educational consultant and external factors. The 1924 social studies course curriculum was in effect on a temporary basis due to being prepared quickly by the recently established Turkish Republic and it was in use only for two years. The 1926 social studies curriculum was the work of a government which just had completed its political revolution process and it was shaped around the ideas of an American educational scientist, Dewey. Next, in 1936 Turkish revolution was emphasized in the social studies curriculum, in which citizenship consciousness and patriotism was commonly stated. The 1948 social studies curriculum was in use for about 20 years and it accepted teaching knowledge as the principle idea and it created a dense amount of content by increasing the number of the chapters. In the social studies curriculum of 1968, all the objectives were set according to the student-oriented approach ...