Article
Article name “Green” Schools for Sustainable Development
Authors Ermakov D.S. Doctor of Pedagogical Sciences, Candidate of Chemical Sciences, Associate Professor, ermakov-ds@rudn.ru
Ermakov A.S. Candidate of Biology, ermakov99@mail.ru
Morgun D.V. Candidate of Biology, Candidate of Philosophy, mgsun.edu@mail.ru
Bibliographic description Ermakov D. S., Ermakov A. S., Morgun D. V. “Green” Schools for Sustainable Development // Scholarly Notes of Transbaikal State University. 2022. Vol. 17, No. 2. PP. 6–14. DOI: 10.21209/2658-7114-2022- 17-2-6-14.
Section EDUCATION FOR SUSTAINABLE DEVELOPMENT
UDK 371.61
DOI 10.21209/2658-7114-2022-17-2-6-14
Article type
Annotation “Green” schools, which are increasingly spreading all over the world, combining natural design, resource-saving infrastructure and practical training in an ecological lifestyle, are gradually forming an innovative model of environmental education for the interests of sustainable development. The authors analyze the experience of organization and functioning of “green” schools in Germany, Indonesia, New Zealand, Singapore, Finland, France, South Africa, South Korea, etc., whose buildings are built of natural or eco-friendly materials using energy-saving technologies, natural lighting, fresh air, etc. are used in classrooms. It is shown that recently the issues of climate change, renewable energy sources, and carbon neutrality have been included in the agenda of the activities of “green” schools. For this purpose, educational institutions in Germany, Italy, the USA, New Zealand and other countries are equipped with solar panels, wind generators, heat pumps, biodiesel production; separate waste collection and disposal is organized in them in order to achieve carbon and energy neutrality. Also, Russian Federation has a number of large-scale initiatives called “green school”, which, however, are more educational and enlightening than infrastructural in nature. The results of the first national rating of “green” schools are presented, as well as the prospects for the development of this initiative. In general, the connection with the natural environment, its inclusion in school architecture and indirectly in the educational process, the use of eco-friendly resourcesaving technologies is one of the relevant trends in the design of modern schools and the content of their work on environmental education in the interests of sustainable development.
Key words “green” school, environmental education, sustainable development, resourcesaving technologies, carbon neutrality
Article information
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