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In today's rapidly evolving world, the digital learning gap presents a significant challenge, impacting the effectiveness of education and the development of essential skills for future generations. Traditional teaching methods often fail to meet students'diverse needs, leading to a skills gap between current and future workers. Additionally, the ambiguity in defining concepts such as the'heap paradox'and the inadequacies of traditional economic measures like GDP highlights the need for more nuanced and comprehensive approaches to education, environmental psychology, and sustainable development. Inclusive Educational Practices and Technologies for Promoting Sustainability offers a multifaceted solution to these pressing issues by exploring the transformative potential of Educational Technology (EdTech), the insights of environmental psychology, and the importance of holistic measures of human welfare. By showcasing how EdTech can bridge the digital learning gap, enabling teachers to employ diverse strategies and better meet students'needs, we demonstrate its potential to revolutionize education and support the growth of the next generation. The book also delves into the paradox of the heap, where logic, vagueness, and philosophy complicate our methods of thinking. It illustrates the complexities of everyday concepts and their relevance to environmental psychology while advocating for a deeper understanding of the human-nature relationship. Furthermore, the book examines sustainable development through a comparative analysis of GDP and the OECD's Better Life Index (BLI), statistically verifying whether GDP's focus on income inadequately reflects true human welfare. This analysis underscores the need for more holistic measures of development that capture the multifaceted nature of human well-being. By integrating these diverse yet interconnected topics, the book provides a comprehensive resource for academic scholars, offering innovative solutions that can be practically applied to enhance education, promote environmental stewardship, and ensure sustainable development.

Navigating the complexities of sustainable development can be daunting amidst the urgent need for global action on climate change and social development. Policies, actions, and philosophies must harmonize to meet the ambitious targets the Sustainable Development Goals (SDGs) set. However, the fragmented nature of research and the lack of comprehensive resources hinder progress towards these objectives. Harmonizing Global Efforts in Meeting Sustainable Development Goals offers a timely solution. By dissecting the intricacies of the global movement towards sustainable development, this edited volume serves as an authoritative resource for academics, researchers, and practitioners alike. It critically examines methodologies, strategies, and challenges, shedding light on progress made and proposing innovative solutions to bridge divides. Through diverse perspectives and recommended topics such as policy integration, financing models, and gender equality initiatives, the book equips readers with the knowledge and inspiration needed to drive effective action. It not only adds to scholarly discourse but also serves as a catalyst for policy reform and inspires individuals to contribute meaningfully to achieving the SDGs. In a world clamoring for sustainable solutions, Harmonizing Global Efforts in Meeting Sustainable Development Goals guides us towards a harmonized future of global cooperation and development.

In the decade since the UN SDG agenda was established, how much progress have we really made? What can we be doing to ensure that we're on the right track? Is it too late to meet the 2030 Agenda? Written by John Ure, an economist and academic turned consultant for UN agencies such as the World Bank, the IFC, the ITU, UNDP, UNESCAP, and more, Achieving the United Nations Sustainable Development Goals is an accessible contemporary account of a fast-developing field of literature, evidence, and science around the SDG challenges. Dividing the SDGs into four core themes – poverty, environment, civil society, and global partnerships – Ure delves into the current status of each, identifying the main challenges to be overcome and examining what we can be doing to get there. With policy implications and practical guidelines for building momentum both at an individual and collective level, Ure provides a balanced yet a definitive and compelling assessment of the SDGs. Cutting through the huge volume of literature for each of the SDGs as 2030 closes in, this immensely readable primer makes sense of the state of play for some of the most pressing existential questions of our time. It calls on policymakers, business professionals, educators, NGOs, media professionals, and the public to reevaluate policies and their role in the sustainable development agenda.

Responding to growing interest in the sustainable development goals (SDGs) and global concern over climate change, this volume provides an analysis of how our understanding of the relationship between environment and education has evolved during the past 50 years.Spanning from the 1972 United Nations Conference on the Human Environment through to the present day, chapters examine whether our approach to education about environmental sustainability is enacting effective change. Examining the evolution of educational approaches to environmental learning, contexts, and themes, this book moves through the decades, from the 1970s until the 2020s, tracking the impact of historical events and shifting sustainability discourses within education. Through historical, research-based analyses, this book recognises patterns, trends, and countertrends that help critically (re)assess the potential of education in creating a world that is more sustainable than current scientific predictions estimate.Proposing a set of key considerations for the future of environmental education, this accessible book will be of value to scholars, researchers, policymakers, and practitioners working within sustainability education, environmental research and policy, and teacher education more broadly.