Sustainable Development
Role of Education
Mohammad Ali
Universitas Pendidikan Indonesia, Bandung, Indonesia
Keywords: Education for Sustainable Development; Sustainability education.
Abstract: Sustainable development is a concept of development in regards to fulfilling the present generation needs and
improving their welfare without sacrificing those of the future generations. This should be implemented by
every United Nation member country. In order to implement it effectively, it needs knowledge, skills, attitude,
and awareness of the people; quality human resources, and the involvement of stakeholders. Education plays
an important role in cultivating awareness, knowledge, skills, and attitude toward the sustainable development
implementation. It is also capable of producing the quality of human resources. Their involvement in the
development will take into consideration its negative impact so the sustainability can be achieved. That is
why education for sustainable development becomes the program formulated by UNESCO which encourages
every member country to implement. Regarding its implementation, it needs relevant curriculum and effective
teaching-learning strategy and evaluation plan which are emphasized on practical experience.
1 INTRODUCTION
The development in every country does not only give
various positive impacts such as economic growth
and improvement of people’s welfare but also gives
negative ones such as deterioration and destruction of
the environment. Recent data indicates 50% of the
tropical forest which covers 6% of the earth land and
consists of high biodiversity is in the risky condition.
29% of the total land has become a desert, around 7.6
through 10 million hectares of the forest disappeared,
and this condition is still continuing so far.
Furthermore, the use of fossil fuel energy by
industries and various vehicles give a significant
contribution to the accumulation of carbon dioxide in
the atmosphere which affects the global warming and
climate change, and those increase sea level surface
due to the pole’s ice melting (Arjen, 2010).
The environment destruction has become the
United Nations (UN) concern and it leads the
organization to conduct the UN Conference on
Human Environment (UNCHE), in Stockholm,
Sweden in June 1972. This became the historical
conference, for it was the first UN initiated
conference discussing an environment which was
participated by 114 countries. This also became the
initial step in environment conservation. The
conference concluded the connection among
development, poverty, and lower education level.
Poverty and lower education level are the key factors
causing damage to the environment, so the forum
agreed to connect national development policy, in
every member country, to the policy of environment
conservation.
The environment problem needs a strategic and
long-term solution. This became the collective
agenda of the global community that every UN
member country should implement (UNESCO,
2005). World Commission on Environment and
Development (1987) formulates a concept of
Sustainable Development (SD), which is later also
known as Sustainability. The commission defined: “.
. . sustainable development is a type of development
which combines the fulfillment of present needs
without risking the future generations’ ability to cater
their own needs” (p. 43). Based on this definition, SD
is a concept of development with regards to fulfilling
the present generation's needs without sacrificing
needs fulfillment of the future generation. The
environmental damage actually has both the
economic and social effects, such as the increase in
social costs for environmental repairs. Therefore, it is
basically a concept of national development
combining the present and future development.
344
Ali, M.
Sustainable Development - Role of Education.
In Proceedings of the 1st International Conference on Educational Sciences (ICES 2017) - Volume 2, pages 344-351
ISBN: 978-989-758-314-8
Copyright © 2018 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved

This is an essential concept to overcome the
planet’s complex and uncontrolled problems resulted
by the irresponsible behavior of society in managing
and using the natural resources. National
development should apply the concept in order to
fulfill the people’s needs and to improve their welfare
in the present time while taking into account the needs
of the future generations. Among the efforts in
fulfilling the needs and improving the people’s
welfare are often carried out by exploring and making
use of the existing natural resources. If this is done in
a reckless manner, the natural resources will be
depleted sooner (Ali, 2014). This, in turn, will destroy
the environment if it is conducted without renewable
resources for the seeks of its sustainability.
The development is usually related to the efforts
of improving the people’s welfare. With respect to the
economy, it is designed for economic growth as
measured by certain indicators, such as the increase
in gross domestic product (GDP), gross national
product (GNP), and income per capita which often
include output from exploiting the natural resources
at the cost of environment. By implementing the SD
concept, the natural resource exploitation takes into
account the environmental damage prevention as best
as it can. To achieve this, it needs agents who are
equipped with not only a certain level of competence
and professionalism but also wisdom and virtue,
based on the awareness of the importance of
preserving the natural environment in a wider
context.
It is believed that the quality of human resources,
as the development agents, gives a significant
influence in the true application of this concept.
Education produces the quality of human resources
for it shape not only their knowledge, understanding,
skill, and awareness on SD but also their innovation
on technology which may produce eco-friendly
products. This paper reviews the role of education in
developing the quality of human resources which in
turn will give significant influence to the national SD.
2 THE NATURE OF
SUSTAINABLE
DEVELOPMENT
The term sustainable development or sustainability,
which was initially used in the 1980s in the context of
natural and biosphere protection, was further
extended its application by including economic,
ecological, and social aspects as it was stated in the
Brundtland Report in 1987. In order to make its
application extensive, UN organized a United Nations
Conference on Environment and Development
(UNCED) in 1992 in Rio de Janeiro, Brazil. Its report
formulated the “Concept of Sustainability: From
Theory to Application” which emphasized the
conservation and improvement of social, ecological,
and economic needs as its main aims which refer to
three sustainability pillars, namely ecology,
economy, and society (Ali, 2014).
During the conference on Environment and
Development organized by UN in Rio de Janeiro in
1992, various critiques were raised against the
concept of environmentally-based development (eco-
development) which was considered a failure since it
did not bring any significant changes. For example,
the development of new science and technology was
considered disadvantageous to the developing
countries since around 70% of world citizens living
in developing countries only receive 30% of world
income, resulting in continuous inequality.
The World Commission on Environment and
Development, known as The Brundtland
Commission, formulated the concept of sustainable
development in its report entitled “Our Common
Future”. The result of the Rio de Janeiro conference
is reflected in the convention on biodiversity and
climate change, and the declaration of sustainable
development of forest management, as well as in
Agenda 21.
Universal Declaration of Cultural Diversity
further explores the concept of sustainable
development by stating that cultural diversity to
human is as important as biodiversity to nature.
Therefore, development is not only regarded as
economic growth, but also the means to achieve
intellectual, emotional, moral, and spiritual
satisfaction.
The concept of sustainable development includes
a very vast scope, while its parameters and indicators
continue to grow according to the understanding of
each organization involved. However, based on
aforementioned backgrounds and conception
developed by the UN, we have to be aware of the
importance of sustainable development since the
damage inflicted on the environments as a result of
economic development is already at an alarming
level. This can be observed by the phenomena of
climate change, global warming, drought, natural
disasters, etc. This paradigm is supposed to be a
collective awareness of all nations of the world in
implementing their development programs.
By applying this concept, the existing natural
resources can be used wisely as it is indicated in its
meaning, as follows:
Sustainable Development - Role of Education
345

Sustainable development is a development that
meets the needs of the present without
compromising the ability of future generations to
meet their own needs. It contains within it two key
concepts (1) the concept of needs, in particular
the essential needs of the world's poor, to which
overriding priority should be given, and (2) the
idea of limitations imposed by the state of
technology and social organization on the
environment's ability to meet present and future
needs" (http://www.iisd.org/sd/).
As an organization under UN which is responsible
for promoting education, UNESCO adopted the
concept and infused it in the education sector.
Concerning its implementation, regarding achieving
SD goals, this organization proclaimed 2004-2014 as
Decade of Education for Sustainable Development or
DESD (UNESCO, 2005). This can be viewed from
three perspectives namely socio-cultural,
environmental, and economic (Ali, 214; Summers,
2013; Pradhan and Mariam, 2014):
• from the socio-cultural perspective, it is seen as
the attempts to fulfill human rights and achieve
national defense, world peace, national life
survival, gender equality, cultural diversity,
intercultural understanding, healthcare, and
prevention and management of harmful diseases
SD goals, such as HIV/AIDS.
• From the environmental perspective, it becomes
the attempts to utilize the natural resources
equally with regard to the future generations’
needs, climate change anticipation, changes in the
natural environment in both urban and rural areas
due to urbanization, and prevention of the
disasters which is triggered by human activities
such as forest exploitation causing floods and
droughts.
• From the economic perspective, it is seen as the
efforts to reduce poverty, to improve welfare, to
achieve sustained economic growth, and to
establish economic independence and national
competitiveness.
The current threats to the environment are related
to uncontrolled population growth, urbanization,
development of infrastructures triggered by the
expansion of development in urban and industrial
areas. This has resulted in the increase of land and air
pollution and problems related to volumes of garbage
or industrial waste and household trash, which can be
hazardous to our health. It has also increased the
society’s consumption on a global scale, causing the
rise of demands on raw materials, energy, and water.
It gives some implications dealing with degradation
of humanity, cultural and spiritual values.
The world change has certainly brought impacts
on the environment, which must be well anticipated.
The rise of the world population, described above,
triggers escalating the increase in the needs of food,
clothes, housing, and energy. Countries are
competing with each other to carry out the
development for fulfilling the increasing needs.
However, many of them still base their standards on
conventional development model, focusing only on
economic growth. In the conventional development
model, the achievements in form of increased
production of goods and services, which are the
elements of Gross Domestic Product (GDP) and
Gross Regional Domestic Product (GRDP), do not
accommodate the environmental aspect. Besides,
social development is also overlooked so that in many
aspects poor people are marginalized during the
development.
The use of fossil fuel (oil, gas, and coal) increased
tremendously with the modernization of the lifestyle
around the world. This has resulted in an increase in
carbon dioxide and sulfur oxide gas content in the
atmosphere, rising earth temperature and melting ice
in the poles. Its long-term effect may come in the
form of submersion of many seaside cities in the
whole world. It is necessary to know that the use of
fossil fuel may diminish the ozone layer, or even
create a hole on it, rendering life forms on Earth
vulnerable to ultraviolet radiations from the sun. Its
collective effect may threaten the very existence of
life on Earth.
Another issue that we need to be aware of is the
contamination of nature by waste products. Many
irresponsible businessmen dispose their toxic
industrial waste to improper places for their private
cost-saving reasons. In addition, thick smoke coming
out of factory chimneys or turbid solution containing
awful stench is disposed of a running river. These are
examples of environmental damages caused by
irresponsible behaviors in the development of
economy with no regard to the sustainability of
development or environment.
The types of industries prone to causing damages
to aquatic environment include vegetable oil,
chemical, textile, bottled drinks, canned meat, pulp
and rayon, soybean sauce, canned fruits, and wood
industry. Meanwhile, those which often cause noises
are metallurgy, zinc, iron industries etc. Dust and
ashes circulated around the factory area, like dust
from cement industry, chalk industry and toxic gas
from the aluminum processing factory can cause air
pollution. The toxic gas waste is absorbed by local
plants that are consumed by the human.
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The threat against environment does not only
come from manufacturing industries as mentioned in
the examples above but also from an exploration of
natural resources. A lot of natural resources are
exploited in such a way that they are almost
exhausted. Crude oil supply is reducing by the lot, and
at the same time, alternative fuel has not yet been
developed. The same goes for other types of mining,
such as coal and gold, and lead to which the
exploration usually causes damages to the
environment. If the exploration of the natural
resources done unwisely even for the purpose of
economic growth, then it will have negative effects
on the quality of living, which can eventually cause
the economy to collapse. For example, environmental
degradation even around the company area will create
a higher social cost to the economy. The company
must allocate extra cost to clean contaminated water
and air.
The global community has realized that
environmental issues are closely related to the
economic and social conditions. This justifies that the
social, environmental and economic needs must be
fulfilled equally so that the development results can
be enjoyed by future generations as well. However,
one of the most crucial issues is to find the ways to
improve social welfare by using natural resources
wisely, so that the renewable natural resources can be
conserved and non-renewable resources are utilized
wisely and efficiently, and the needs of future
generations will still be fulfilled.
3 ROLE OF EDUCATION
Quality human resource plays an important role in the
implementation of SD. On their hands, development
will be carried out wisely by taking many aspects into
consideration, including the balance between
economic benefit and environmental disadvantages.
Otherwise, it will overlook many negative impacts of
the development, resulting in an imbalance between
the benefit of the development and the damages of the
environment.
The quality of human resources can be seen from
their capabilities, knowledge, skills, and behavior.
We can also identify their quality from the criteria of
health and intellectual, emotional, social, and\
spiritual intelligence; morality reflected by their
behavior in interacting with other human beings and
with the environment; and their liability. These
indicators are the products of education, particularly
that of quality education. Mochizuki and Bryan
(2015), explained:
According to UNESCO, there are two key
dimensions of educational quality: promotion of
cognitive development; and the cultivation of
skills, knowledge, values, and attitude necessary
for responsible, active and productive citizens.
Culturally inclusive curricula and methods which
include indigenous perspectives also help to
create an educational experience that is more
relevant to indigenous learners and to ensure that
multiple and diverse intercultural perspectives are
embraced in the learning environment (p. 14).
Education, therefore, gives significant impacts to
the implementation of SD concept. According to
Wragg (1997): “Education is a continuous and
timeless human process, stretching from the past
through the present and into the future. It is the
vehicle by means of which the wisdom and
experiences accumulated over several millennia are
transported to the next and following generation”
(pp. 39-40).
Education for sustainable development (ESD)
means education with regards to implementing SD by
taking into consideration its pillars, as the
independent and interrelated dimensions, i.e.,
environment, economy, and society and culture, in an
attempt to improve the quality of life. Jenkins and
Jenkins (2015) explained the position of the three
pillars in the implementation of sustainable
development: “. . . ESD, which includes economics
and social dimension as well as environmental ones,
is viewed as being less constrained and more holistic
than traditional forms of education “about” the
environment (p.115). This is a dynamic concept as
well as a collective attempt to look into the future
when everyone will reap benefit from the opportunity
to obtain an education, learn about important lifestyle,
behavior, and values for the creation of a sustainable
future.
In regard to implementing the concept, the 58th
UN General Assembly in December 2005 agreed on
the implementation of the DESD starting in the year
2005 through 2014. As development itself, by its
nature, is the process of learning, every education
institution, at all levels, plays an important role in
making the learners learn this process (Lenglet,
2014).
The basic vision of DESD is the achievement of a
world where everybody has equal opportunities to
obtain benefits from education for the sake of social
transformation. Kahriman-Ozturk, Olgan, and Guler,
(2012) explained its goal:
Goals of the UN Decade of Education for
Sustainable Development (2005-2014 DESD)
(2005) recommended that principles, values,
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and practices of sustainable development should
be integrated into all aspects and levels of
educations and learning within three pillars. In
summary, ESD aims to work with all levels of
formal education on local and global issues and
to develop appropriate ideas, attitudes, values,
and behaviors with respect to sustainability in
all levels of the formal curriculum starting from
the early childhood. (pp. 2988-2989).
It was UNESCO which was assigned as the key
organizer of DESD. The organization has worked
closely with its partners, including the United Nations
Environmental Program (UNEP) and United Nations
University (UNU). The basis of DESD
implementation is the partnership, ownership, and
leadership. The partnership is cooperation and the call
for the creation of interpersonal and inter-institutional
network to successfully enact the ESD Declaration.
Ownership underlines the fact that it belongs to every
human being since it is related to everyone in the
present and in the future. Leadership at every level
and in every field is the motor for human
mobilization, to change their ways of thinking and to
create meaningful works.
In order to implement ESD, the government in
each country must pay attention to self-reliance in
carrying out its country's development. It includes the
following three aspects:
1. Community-oriented. Development is based on
the needs of the local people;
2. Community-based. Development is based on the
local resources available to the local society,
human resources, natural resources, economic-
social-political, and institutional resources as well
as the supporting values.
3. Community-managed. Development involves the
local society since the planning stage up to the
implementation and outcome of the activities,
which gradually shifts the local people’s position
from the object to the subject of development.
It must be a concrete reality for us all, whether to
individuals, organizations or governments, in every
action and decision we make every day. That way, we
can ensure a sustainable planet and a safer world for
our children, our children’s children and so on. In
relation to this matter, education becomes the most
important element of the SD. Education for
sustainable development shall be carried out with the
purpose of giving the required understanding, skills,
and values for sustainable social life. In addition,
education shall be seen as the responsibility of all, so
that each member of the society should take part.
The concept of ESD includes a new education
vision with an attempt of empowering people to
participate in creating a sustainable future. It is an
integral part of achieving the three pillars of human
development, as suggested by the United Nations
Development Program (UNDP) and enforced in the
World Summit on Sustainable Development in
Johannesburg in 2002. The three pillars include
economic growth, social development, and
preservation of the natural environment. Cultural
element is also identified as the basic theme essential
to the ESD. It considers the importance of ESD
involves the stakeholders and new partners in a local
relevant framework.
This concept does not necessarily mean that ESD
is merely a transfer of knowledge, it is rather related
to the attempts of changing behavior and lifestyle for
positive transformation of the society. This is
different from the environment education which is
one of the components for SD and is related to a study
discipline focused on the relationship between human
being and its surrounding and how to preserve and
conserve the environment (Sleeter, 2005).
The application of this concept involves the socio-
cultural and socio-political issues, including equality
of rights, poverty, democracy, and life quality.
Theoretically, ESD can be integrated into all school
subjects (Hofman, 2015). The integration is done in
the form of themes, each includes various subjects
such as education for the eradication of poverty,
human rights, gender equality, democracy and good
governance. That way, the learning goals become so
vast that it must be integrated into various school
subjects, in school and in university. Based on this,
education should:
1. Provide abilities that enable the participants to
have forward views anticipate and solve all life-
threatening problems on this planet.
2. Understand the concepts and weigh the values as
well as principles for SD such as:
a. Equality of tights and opportunities between
generations
b. Tolerance and difference
c. Protection and restoration of the environment
d.
Conservation of natural resources
e. Peaceful and just people
f. Gender equality
g. Eradication of poverty
3. Identify the complexity and inter-dependency of
social, cultural, economic, and environmental
dimensions in the SD.
Education within the perspectives of
sustainability basically teaches values as mentioned
above. With education, a human can understand
themselves and other creatures as well as their
relationship with the natural environment and wider
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social environment. Education teaches the value of
appreciating other creatures, the value of
understanding diversity and difference as well as
justice, responsibility and tries to bring out dialogues
on the subjects. That is why education can be an
important means to promote the values in order to
achieve SD.
Since this constitutes a global awareness, the
message is directed to all developed and developing
countries. In its implementation, every country must
define their own priorities, goals, and action programs
which must be adjusted to the local environmental
and socio-economic conditions. Furthermore, the
resolution of several issues requires international
cooperation, such as climate change and biodiversity
issues.
Educational reorientation, from primary
education to university, which clearly focuses on the
development of knowledge, skills, perspectives, and
norms related to the SD, becomes very important for
present and future generations. Reviewing the
objectives, contents and teaching method of the
existing curriculum is required in order to develop a
trans-disciplinary understanding in viewing social,
economic and environmental issues.
Awareness of such matters should be introduced
since childhood up until adulthood by putting these
subjects in the curriculum and syllabus of every
school subject. The biodiversity resources, in addition
to the natural resources, are also an asset for SD
which must be introduced to students through formal
or non-formal education.
At higher education level, the level of
understanding of SD must also be larger and more
complete. Education on ecology or control of waste
must be given in every subject and integrated into the
general college subject given to all students from all
majors. Since it is general and multidisciplinary in
nature, the delivery must also be carried out using a
simple and popular language. Understanding of waste
and pollution (land, water, and air) can be integrated
into a particular subject, such as combustion engine
subject for students of technical engineering. In
addition to explaining the mechanism of car machine,
it should also explain the negative impacts of reckless
fuel consumption. Hospital waste processing must
also be taught to medical and hospital management
students. The environmental economy subject is also
recommended as one of the subjects that every
economy student needs to learn. These are examples
of how educational programs for SD must be
integrated into university curricula.
In order to achieve all of the above purposes, all
stakeholders should try to:
1. Promote and improve the quality of education: the
purpose will be more focused on the lifelong
education in order to obtain the knowledge, skills,
and values required by the society in order to
improve their living quality;
2. Redirect the curriculum: starting from pre-school
to university, education must be reviewed and
reconstructed to become a vehicle for knowledge,
way of thinking and values required to build a
sustainable world;
3. Improve public awareness of SD concept:
improving the awareness will make it more
possible to produce citizens who understand,
active and responsible locally, nationally and
internationally;
4. Educate workers: sustainable technical and skills
education for directors and workers, especially
those working in the fields of industry and
commerce, so that they will be able to adopt
sustainable production and consumption patterns.
Since 2015 through 2024 every UNESCO
member countries are entering the decade of global
action program (GAP) achieving sustainable
development goals (SDGs). The GAP will focus on
five priority action areas:
1. Advancing policy;
2. Integrating sustainability practices into
education and training environments ( the whole
institution approaches);
3.
Increasing the capacity of educators and trainer;
4. Empowering and mobilizing youth; and
5. The GAP will also encourage local communities
and municipal authorities to develop
community-based ESD programs.
There are 17 goals the ESD is to achieve during
the global action program, 2015-2024, namely: 1) no
poverty, 2) zero hunger, 3) good health and well-
being, 4) quality education, 5) gender inequality, 6)
clean water and sanitation, 7) affordable and clean
energy, 8) decent work and economic growth, 9)
industry innovation and infrastructure, 10) reduced
inequality, 11) sustainabilities and communities, 12)
responsible consumption and production, 13) climate
action, 14) life below water, 15) life on land, 16)
peace, justice, and strong institution, 17) partnership
for the goals (UNESCO, 2015).
In fact, SD by itself is unsustainable unless all
stakeholders concern and have the commitment to its
implementation. Sterling (2014) explained:
“Sustainable development is not itself sustainable
(i.e., lasting and secured) unless relevant learning
among all stakeholders is central to the process” (p.
93). This is due to the fact that education improves
competencies. Therefore, in its implementation it
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349

requires: ". . . long-term and systems thinking, dealing
with complexities and working in partnerships. It also
entails specific knowledge related to areas of ones'
personal and professional life that impact local and
global communities and ecosystems” (Fadeeva,
Petry, and Payyapppalimana, 2012, p.8).
This also needs to identify the type education and
instruction that improve this particular competency.
Ohman and Ostman (2008), explained:
Thus, from this practical perspective, fulfilling
the intention of the education for sustainable
development policy documents basically means
to offer various kinds of situations where
students can display, and experience others
displaying, what they regard to be the correct
way of acting and the values they believe in. In
this way, opportunities are created for students
to increase their sensitivity to the subtle nuances
of language when it comes to communicate the
ethical tendency (p. 66).
In order to develop the related curriculum its
curriculum needs to be developed and effective
teaching-learning strategy, as well as its evaluation,
need to be planned (Pruneau, Lang, Kerry, Fortin,
Langis, and Liboiron, 2014). Its curriculum
implementation should emphasize on practical
experience in order to cultivate awareness, attitude,
and value system toward sustainable development.
This requires every education institution (at all levels)
to reorientate its system, policy, the education
practice aimed at encouraging the students to make
the proper decision on tackling the future threats (Ali,
2014). This is in line with Cincera (2013), “According
to our experience, it seems to be reasonable to use
experiential education as a theoretical background
for ESD programs", p.35. For this regard, the
curriculum should be formulated in thematic forms
related to three types of competencies, i.e., " . . .
learning and innovation skills, information, media,
and technology skills, and life and career skills” (p.
48). Furthermore, according to Baiquni and Astuti
(2015), the key to success of ESD teaching and
learning is the critical learning, joyful learning, and
competitive learning on environment betterment; and
these need long-term and various learning process.
4 CONCLUSIONS
1. Sustainable development is a global agenda,
promoted by UNESCO, that should be
implemented by its member countries. It is
important in regard to overcoming the planet’s
complex problems related to irresponsible human
behavior in managing and using the natural
resources for the fulfillment of their present needs
and improvement of their welfare without taking
into account the needs of the future generations.
2. When the SD concept is applied, exploitation of
the natural resources for their present needs
fulfillment and welfare improvement is done
without sacrificing the future generations’ right to
enjoy the resources.
3. The successful implementation of SD is in the
hands of the wise and quality human resources
who play the role either as the development policy
makers, managers, planners, and implementors.
4. Education plays an important role in producing
the wise and quality human resources who are
responsible for the implementation of SD.
Therefore, education for sustainable development
also becomes the global action program of UN to
be implemented by every member country
regarding the attempts to achieve its goal.
In order to implement the programs, it needs to
develop relevant curriculum from preschool through
university, formulate a plan of effective teaching-
learning strategy and evaluation, which are
emphasized on practical experience in order to
cultivate awareness, attitude, and value system
toward sustainable development.
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