Research Paper

Exploring the Developmental Discourse of Environmental Education and Education for Sustainable Development


Shin-Cheng Yeh 葉欣誠

Published on: December 2017

DOI: 10.6555/JEER.13.2.67

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2017 vol.13 no.2 pp.67-109


Since the Tbilisi Declaration was approved in 1977, environmental education (EE) has been developed for over 40 years. Similarly, education for sustainable development (ESD) has also been promoted by the UN for over 20 years since "Agenda 21" was drafted in 1992. During this period of time, EE and ESD have been highly linked and interrelated, nevertheless they both kept respective uniqueness. Abundant discussions can be found in the literature. Moreover, the "2030 Agenda for Sustainable Development" and Sustainable Development Goals (SDGs) were passed by the UN Assembly in 2015. They are currently being promoted, accompanying with ESD, in diversified fields and countries. With the background that the Environmental Education Act of Taiwan has been promulgated for over five years and the developing trends of EE, ESD, and SDGs, this paper examined the development discourse of related issues and contexts. Framings of EE and ESD were also analyzed and some suggestions were then given.



Keyword: sustainable development goals (SDGs), education for sustainable development, framing, discourse, 永續發展目標, 永續發展教育, 框架, 脈絡