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"Education for Sustainable Development (ESD) merupakan sebuah pendekatan pendidikan yang dibuat sebagai respon atas upaya mengatasi isu lingkungan dan keberlanjutan dengan menerapkan pemahaman mengenai kedua isu tersebut pada masyarakat. Isu lingkungan merupakan salah satu poin penting dalam keberlanjutan, sebab masalah lingkungan menjadi salah satu penghalang besar dalam pentingnya menjaga ketersediaan sumber daya alam yang diperlukan dalam keberlanjutan. Penulisan makalah ilmiah ini akan menceritakan pengalaman penulis sebagai volunteer fasilitator dalam menjalankan program upaya penerapan ESD yang dilakukan di wilayah Jabodetabek. Dengan menggunakan konsep community development, World Wide Fund for Nature (WWF) Indonesia berupaya untuk menerapkan konsep keberlanjutan melalui program edukasi dan pemberdayaan masyarakat yang dilakukan dengan pemilihan fokus target audiens sekolah yang berada di wilayah Jabodetabek. Makalah ilmiah ini adalah refleksi kegiatan volunteer fasilitator Panda Mobile WWF Indonesia di Jabodetabek dalam upaya edukasi dan pemberdayaan masyarakat mengenai isu lingkungan dan keberlanjutan.

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Education for Sustainable Development (ESD) is an educational approach created in response to efforts in addressing environmental and sustainability issues by applying an understanding of the later issues to the community. Environmental issues are a crucial point in sustainability due to environmental problems as one of the great obstacles to maintaining the availability of natural resources necessary for sustainability. This paper will describe the author's experience as a volunteer facilitator in implementing the ESD program conducted in Jabodetabek. Using the concept of community development, the World Wide Fund for Nature (WWF) Indonesia strives to apply the concept of sustainability through educational and community development programs with the focus target audiences being schools in the Jabodetabek area. This paper is a reflection on activities of WWF Indonesia's Panda Mobile volunteer facilitator in Jabodetabek as an attempt to educate and empower the community on environmental and sustainability issues."

"Banyaknya permasalahan perilaku pada siswa jenjang menengah memicu munculnya program pendidikan karakter di berbagai negara, termasuk Indonesia. Pembentukan karakter dapat dilakukan melalui keterlibatan siswa di dalam kelas, sehingga persepsi siswa terhadap iklim kelasnya menjadi penting untuk dilihat pada penelitian ini. Sebagai upaya menjelaskan perilaku siswa jenjang menengah yang terkait dengan pendidikan karakter, penelitian ini hadir untuk melihat hubungan antara classroom climate sebagai faktor lingkungan dan performance goal orientation sebagai faktor diri pada siswa Sekolah Menengah Atas (SMA). Classroom climate diukur menggunakan Individualized Classroom Environment Questionnaire (ICEQ) short version (Fisher & Fraser, 1985), sedangkan performance goal orientation diukur menggunakan Goal Orientation And Learning Strategies Survey (GOALS-S) (Dowson & McInerney, 1997). Teknik analisis yang digunakan adalah multiple correlation dengan R menunjukkan besaran koefisien korelasi yang didapatkan. Hasil penelitian terhadap 149 siswa kelas XI yang berasal dari jurusan Ilmu Pengetahuan Alam dan Ilmu Pengetahuan Sosial menunjukkan bahwa terdapat hubungan yang signifikan antara classroom climate dan performance goal orientation (R = 0,332, p<0,01). Selanjutnya ditemukan pula hubungan yang signifikan antara classroom climate dan mastery goal orientation, namun tidak terbuktikan adanya hubungan antara classroom climate dan work avoidance goal orientation, serta social goal orientations.

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Many behavioral problems at secondary level students cause the character education program in many countries, including Indonesia. Character building can be done by involving students in the classroom. Therefore, students perception of classroom climate becomes essential to be analyzed in this study. As an attempt to explain secondary level students behavior which is related to character education, this study presents to investigate the correlation between classroom climate as environmental factor and performance goal orientation as person factor among senior high school students. Classroom climate variable is measured using the Individualized Classroom Environment Questionnaire (ICEQ) short version (Fisher & Fraser, 1985), while the performance goal orientation is measured using Goal Orientation And Learning Strategies Survey (GOALS-S) (Dowson & McInerney, 1997). Multiple correlation is used for the analysis technique with R shows the amount of correlation coefficient earned. The results from 149 students class of XI majoring in science and social science indicates that there is a significant correlation between classroom climate and performance goal orientation (R = 0.332, p<0.01). Furthermore, research also found a significant correlation between classroom climate and mastery goal orientation, but it does not prove the existence of the correlations between classroom climate and work avoidance goal orientation, as well as the social goal orientations."

"This book examines the concepts of the Anthropocene and globalisation in our society and the changes that these are bringing about in education and human learning.The book argues that there needs to be reflexive approach to issues that affect the fate of the planet and the future of humans, brought about by an education that looks to the future. Wulf argues that a change in education and socialization can only succeed based on an understanding of previous educational ideas, and considers the significance of Confucianism and spiritual education that emerged in the East. The book traces key educational ideas throughout history to show how education and human knowledge are closely linked, highlighting the need for us to pay careful attention to repetition, mimesis and the imagination in learning. It shows how a future-oriented education must engage with issues of peace and violence, global citizenship and sustainable development.This timely and compelling book will be of great interest to researchers, academics and students in the fields of philosophy of education, the history and anthropology of education, sustainability education and global citizenship education"