67102001 Sustainable Development and Education

Hiroshima University Syllabus

Japanese

Academic Year 2025Year School/Graduate School Liberal Arts Education Program

Lecture Code 67102001 Subject Classification Area Courses

Subject Name 持続可能な開発と教育

Subject Name
（Katakana）ジゾクカノウナカイハツトキヨウイク

Subject Name in
English Sustainable Development and Education

Instructor KUWAYAMA HISASHI

Instructor
(Katakana) クワヤマ　ヒサシ

Campus Higashi-Hiroshima Semester/Term 1st-Year,  First Semester,  2Term

Days, Periods, and Classrooms (2T) Mon5-8：IAS K310

Lesson Style Lecture Lesson Style
(More Details) Face-to-face

Lecture, Workshop, Discussion, and Presentation

Credits 2.0 Class Hours/Week 4 Language of Instruction B : Japanese／English

Course Level 1 : Undergraduate Introductory

Course Area（Area） 24 : Social Sciences

Course Area（Discipline） 07 : Education

Eligible Students Mainly 1st year students (both international and Japanese students)

Keywords Sustainable Development Goals (SDG), Inclusive and Equitable Quality Education, Education for Sustainable Development (ESD), Education, Economy and Environment, War and Peace, Inquiry-Based Learning, SDG_04, husa

Special Subject for Teacher Education 　 Special Subject 　

Class Status within
Liberal Arts Education Area Courses（Courses in Arts and Humanities/Social Sciences)　Category：Law / Political Sciences / Sociology / Economics / Education
Expected Outcome (1) To understand the basic concept and framework of SDGs; (2) To acquire a perspective from an educational stand point on the diversity of political, economical and socio-cultural contexts and the complexity of issues in a globalizing society; and (3) To enhance interest in and willingness to inquiry-based learning for finding the potential solution of the issue.

Class Objectives
/Class Outline SDGs (Sustainable Development Goals) adopted by the 70th United Nations General Assembly in September 2015 mentions that we must “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”. This course aims at basic understanding on the essential role of education in creating a sustainable society. In the process, taking into account the diverse political, economic, and socio-cultural contexts of the world, you will collaboratively learn issues related to “Economy and Environment” and “War and Peace” from the standpoint on education. In addition, you will set a theme related to the SDGs, engage in inquiry-based learning in groups, and make a poster presentation.

Class Schedule Lesson1: Introduction (Workshop on Sustainable Society)
Lesson2: What is SDGs? Global Trends and Commitments for SDGs (Lecture and Discussion)
Lesson3: Grouping for the final presentation (Discussion),
         Various aspects on SD and Education (1-1) Economy and Environment (Lecture)
Lesson4: Various aspects on SD and Education (1-2) Economy and Environment (Discussion)
Lesson5: Various aspects on SD and Education (2-1) Conflict and Peace (Lecture)
Lesson6: Various aspects on SD and Education (2-2) Conflict and Peace (Discussion)
Lesson7: Discussion on preparation for the final presentation,
         How do we measure the results of the SDGs?: the Indicators and re-examination (1) (lecture)
Lesson8: How do we measure the results of the SDGs?: the Indicators and re-examination (2) (Discussion)
Lesson9: Present Status of SDGs Target 4 (Education) - Trends in Basic Education, ECEC (Early Childhood Education and Care), Higher Education, and TVET (Technical and Vocational EducTrends in Training).(1) (Lecture)
Lesson10: Present Status of SDGs Target 4 (Education) - Trends in Basic Education, ECEC (Early Childhood Education and Care), Higher Education, and TVET (Technical and Vocational EducTrends in Training).(2) (Discussion)
Lesson11: Discussion on preparation for the final presentation,
          Challenges of Sustainable Development Goal 4 (Education) - A Case of Education in Cambodia (1) (Lecture)
Lesson12: Challenges of Sustainable Development Goal 4 (Education) - A Case of Education in Cambodia (2) (Discussion)
Lesson13: Group Poster Presentation (1)
Lesson14: Group Poster Presentation (2)
Lesson15: Overall Discussion on the Outcomes and Issues in the Group Presentations

NO Writing exam; but a final poster presentation in English is required on a specific theme set in the early stage of coursework. And, when necessary, students are supposed to submit a task and/or reflective comments on Teams.

Text/Reference
Books,etc. [SDGs] UNESCO. (2016). Education for People and Planet: Creating Sustainable Futures for All. Global Education Monitoring Report. Paris, France: UNESCO. Refer to the Global Education Monitoring Reports corresponding upon the themes. (to be downloaded from the UNESCO website such as https://www.unesco.org/gem-report/en and https://unesdoc.unesco.org/home)
[SDGs] Refer to the UN websites, for example, https://unstats.un.org/sdgs/
Other materials will be distributed in the class.

PC or AV used in
Class,etc. Handouts, Visual Materials, Microsoft Teams, Microsoft Forms

(More Details)

Learning techniques to be incorporated Discussions, PBL (Problem-based Learning)/ TBL (Team-based Learning)

Suggestions on
Preparation and
Review To get prepared for each session by pre-reading and/or visual materials, and to do respective tasks and reflection after the session.

Requirements Instruction language would be mainly English. However, if necessary for the students, Japanese is also used.
Not only students who major in education, but also those from other academic fields are most welcome. It is very important for us to exchange ideas from multiple view points on society and education.

Grading Method Participation and Contribution in Classroom Discussion both on-site and online (Teams) by questioning and expressing opinions (30%);
Assignment tasks and reflective comments (20%);
Group Poster Presentation in English (50%)

Practical Experience Experienced

Summary of Practical Experience and Class Contents based on it I joined in JOCV (Japan Overseas Cooperation Volunteers) as a science and mathematics teacher in Ghana, West Africa, and was involved in some international cooperation projects in education, for example in Cambodia. Besides main body of the coursework, my personal and limited (but precious) experience would be shared in the class.

Message I expect students with various background to learn about sustainable development and education autonomously and collaboratively. I hope they not only deepen their own focal points in learning, but also exchange ideas with others. Reflecting upon themselves, their own community and country, I expected them to get engaged in and committed to others and society.

Other When absent, contact the lecturer before each lesson. On-demand contents of the recorded lesson and/or supplementary assignments might be offered in necessary case. If students are many, the attendance check will be made by writing on Teams, Forms，or a shared file. Please be sure of bringing your own laptop PC or tablet.

Please fill in the class improvement questionnaire which is carried out on all classes.
Instructors will reflect on your feedback and utilize the information for improving their teaching.

Academic Year	2025Year	School/Graduate School	Liberal Arts Education Program
Lecture Code	67102001	Subject Classification	Area Courses
Subject Name	持続可能な開発と教育
Subject Name （Katakana）	ジゾクカノウナカイハツトキヨウイク
Subject Name in English	Sustainable Development and Education
Instructor	KUWAYAMA HISASHI
Instructor (Katakana)	クワヤマ　ヒサシ
Campus	Higashi-Hiroshima	Semester/Term	1st-Year, First Semester, 2Term
Days, Periods, and Classrooms	(2T) Mon5-8：IAS K310
Lesson Style	Lecture	Lesson Style (More Details)	Face-to-face
Lecture, Workshop, Discussion, and Presentation
Credits	2.0	Class Hours/Week	4	Language of Instruction	B : Japanese／English
Course Level	1 : Undergraduate Introductory
Course Area（Area）	24 : Social Sciences
Course Area（Discipline）	07 : Education
Eligible Students	Mainly 1st year students (both international and Japanese students)
Keywords	Sustainable Development Goals (SDG), Inclusive and Equitable Quality Education, Education for Sustainable Development (ESD), Education, Economy and Environment, War and Peace, Inquiry-Based Learning, SDG_04, husa
Special Subject for Teacher Education		Special Subject
Class Status within Liberal Arts Education	Area Courses（Courses in Arts and Humanities/Social Sciences)　Category：Law / Political Sciences / Sociology / Economics / Education
Expected Outcome	(1) To understand the basic concept and framework of SDGs; (2) To acquire a perspective from an educational stand point on the diversity of political, economical and socio-cultural contexts and the complexity of issues in a globalizing society; and (3) To enhance interest in and willingness to inquiry-based learning for finding the potential solution of the issue.
Class Objectives /Class Outline	SDGs (Sustainable Development Goals) adopted by the 70th United Nations General Assembly in September 2015 mentions that we must “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”. This course aims at basic understanding on the essential role of education in creating a sustainable society. In the process, taking into account the diverse political, economic, and socio-cultural contexts of the world, you will collaboratively learn issues related to “Economy and Environment” and “War and Peace” from the standpoint on education. In addition, you will set a theme related to the SDGs, engage in inquiry-based learning in groups, and make a poster presentation.
Class Schedule	Lesson1: Introduction (Workshop on Sustainable Society) Lesson2: What is SDGs? Global Trends and Commitments for SDGs (Lecture and Discussion) Lesson3: Grouping for the final presentation (Discussion), Various aspects on SD and Education (1-1) Economy and Environment (Lecture) Lesson4: Various aspects on SD and Education (1-2) Economy and Environment (Discussion) Lesson5: Various aspects on SD and Education (2-1) Conflict and Peace (Lecture) Lesson6: Various aspects on SD and Education (2-2) Conflict and Peace (Discussion) Lesson7: Discussion on preparation for the final presentation, How do we measure the results of the SDGs?: the Indicators and re-examination (1) (lecture) Lesson8: How do we measure the results of the SDGs?: the Indicators and re-examination (2) (Discussion) Lesson9: Present Status of SDGs Target 4 (Education) - Trends in Basic Education, ECEC (Early Childhood Education and Care), Higher Education, and TVET (Technical and Vocational EducTrends in Training).(1) (Lecture) Lesson10: Present Status of SDGs Target 4 (Education) - Trends in Basic Education, ECEC (Early Childhood Education and Care), Higher Education, and TVET (Technical and Vocational EducTrends in Training).(2) (Discussion) Lesson11: Discussion on preparation for the final presentation, Challenges of Sustainable Development Goal 4 (Education) - A Case of Education in Cambodia (1) (Lecture) Lesson12: Challenges of Sustainable Development Goal 4 (Education) - A Case of Education in Cambodia (2) (Discussion) Lesson13: Group Poster Presentation (1) Lesson14: Group Poster Presentation (2) Lesson15: Overall Discussion on the Outcomes and Issues in the Group Presentations NO Writing exam; but a final poster presentation in English is required on a specific theme set in the early stage of coursework. And, when necessary, students are supposed to submit a task and/or reflective comments on Teams.
Text/Reference Books,etc.	[SDGs] UNESCO. (2016). Education for People and Planet: Creating Sustainable Futures for All. Global Education Monitoring Report. Paris, France: UNESCO. Refer to the Global Education Monitoring Reports corresponding upon the themes. (to be downloaded from the UNESCO website such as https://www.unesco.org/gem-report/en and https://unesdoc.unesco.org/home) [SDGs] Refer to the UN websites, for example, https://unstats.un.org/sdgs/ Other materials will be distributed in the class.
PC or AV used in Class,etc.	Handouts, Visual Materials, Microsoft Teams, Microsoft Forms
(More Details)
Learning techniques to be incorporated	Discussions, PBL (Problem-based Learning)/ TBL (Team-based Learning)
Suggestions on Preparation and Review	To get prepared for each session by pre-reading and/or visual materials, and to do respective tasks and reflection after the session.
Requirements	Instruction language would be mainly English. However, if necessary for the students, Japanese is also used. Not only students who major in education, but also those from other academic fields are most welcome. It is very important for us to exchange ideas from multiple view points on society and education.
Grading Method	Participation and Contribution in Classroom Discussion both on-site and online (Teams) by questioning and expressing opinions (30%); Assignment tasks and reflective comments (20%); Group Poster Presentation in English (50%)
Practical Experience	Experienced
Summary of Practical Experience and Class Contents based on it	I joined in JOCV (Japan Overseas Cooperation Volunteers) as a science and mathematics teacher in Ghana, West Africa, and was involved in some international cooperation projects in education, for example in Cambodia. Besides main body of the coursework, my personal and limited (but precious) experience would be shared in the class.
Message	I expect students with various background to learn about sustainable development and education autonomously and collaboratively. I hope they not only deepen their own focal points in learning, but also exchange ideas with others. Reflecting upon themselves, their own community and country, I expected them to get engaged in and committed to others and society.
Other	When absent, contact the lecturer before each lesson. On-demand contents of the recorded lesson and/or supplementary assignments might be offered in necessary case. If students are many, the attendance check will be made by writing on Teams, Forms，or a shared file. Please be sure of bringing your own laptop PC or tablet.
Please fill in the class improvement questionnaire which is carried out on all classes. Instructors will reflect on your feedback and utilize the information for improving their teaching.

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