PEN Academic Publishing   |  ISSN: 1554-5210

Original article | International Journal of Progressive Education 2018, Vol. 14(1) 122-129

Green Curriculum Analysis in Technological Education

Arpita Chakraborty, Manvendra Pratap Singh & Mousumi Roy

pp. 122 - 129   |  DOI: https://doi.org/10.29329/ijpe.2018.129.9

Published online: February 11, 2018  |   Number of Views: 97  |  Number of Download: 216


Abstract

With rapid industrialization and technological development, India is facing adverse affects of unsustainable pattern of production and consumption. Education for sustainable development has been widely recognized to reduce the threat of environmental degradation and resource depletion. This paper used the content analysis method to explore the extent to which green curriculum has been incorporated in engineering education. The green curriculum index suggests  that Indian technological education is following vertical integration, with low emphasis on horizontal integration of green curriculum resulting into non-sustained green culture and  environmental behaviour among the students. Furthermore, higher educational institutions should understand and accept the relevance of sustainable development rather than responding to the legitimate formality for creating a low- carbon and green economy. 

Keywords: Technological education, sustainable development, green curriculum index, India


How to Cite this Article?

APA 6th edition
Chakraborty, A., Singh, M.P. & Roy, M. (2018). Green Curriculum Analysis in Technological Education. International Journal of Progressive Education, 14(1), 122-129. doi: 10.29329/ijpe.2018.129.9

Harvard
Chakraborty, A., Singh, M. and Roy, M. (2018). Green Curriculum Analysis in Technological Education. International Journal of Progressive Education, 14(1), pp. 122-129.

Chicago 16th edition
Chakraborty, Arpita, Manvendra Pratap Singh and Mousumi Roy (2018). "Green Curriculum Analysis in Technological Education". International Journal of Progressive Education 14 (1):122-129. doi:10.29329/ijpe.2018.129.9.

References
  1. Babbie, E. "The practice of social research, 9th edn. Wadsworth/Thomson Learning." Inc, Belmont (2001). [Google Scholar]
  2. Ceulemans, K., & De Prins, M. (2010). Teacher's manual and method for SD integration in curricula. Journal of Cleaner Production, 18(7), 645-651. [Google Scholar]
  3.  Lozano, R., 2010. Diffusion of sustainable development in universities’ curricula: an empirical example from Cardiff University. Journal of Cleaner Production 18 (7), 637e644. [Google Scholar]
  4. Mulà, I., & Tilbury, D. (2009). A United Nations Decade of Education for Sustainable Development (2005–14) What Difference will it Make?. Journal of Education for Sustainable Development, 3(1), 87-97. [Google Scholar]
  5. Pavlova, Margarita. "Conceptualisation of technology education within the paradigm of sustainable development." International Journal of Technology and Design Education 19.2 (2009): 109-132. [Google Scholar]
  6. Peet, D.J., Mulder, K.F., Bijma, A., 2004. Integrating SD into engineering courses at the Delft University of Technology. The individual interaction method. Int. J. Sust. Higher Edu. 5 (3), 278e288. [Google Scholar]
  7. UN (1992), “The United Nations Progamme of Action from Rio: Agenda 21”, UN Department of Public Information. [Google Scholar]
  8. World Commission on Environment and Development. Our common future. Oxford: Oxford University Press; 1987. [Google Scholar]