Zlatka Vakleva
University of Plovdiv “Paisii Hilendarski”
Tonya Georgieva
Agricultural University – Plovdiv (Bulgaria)
https://doi.org/10.53656/str2022-3-6-sus
Abstract. Education for sustainable development (ESD) is a priority in school practice. It is a tool for achieving sustainability and aims to prepare young people for a balanced, harmonious and sustainable world for the present and future generations. The concept of sustainable development is constantly evolving and enriching. ESD is based on a three-component system: environment, society and economy. The paradigm for sustainable development is becoming increasingly popular in the
education system. It integrates ESD principles into all levels of education. One of
its goals is to form competencies for sustainable development. The research uses the methods of pedagogical research: critical review of the literature, content analysis
of curricula, methodological modeling. The research focuses on the methodology
for effective implementation of ESD in school practice. The purpose of the present
study is to interpret highlights from the content of ESD; explore opportunities for
the formation of competencies for sustainability in school practice; present models reflecting the main components of ESD and the interrelationships between them.
This article contributes to expanding the debate on ESD and operationalizing the
competencies for sustainability in a specific subject area.
Keywords: Education for Sustainable Development (ESD); tool for achieving sustainability; competences for sustainable development; methodological modeling; pedagogical research
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