Author(s)

Li Yingzi ¹

Affiliation(s)

¹ Hunan Normal University, Changsha, Hunan, 410081, China

Corresponding Author

Li Yingzi

ABSTRACT

The concept of sustainable development education has evolved from environmental education in the 1950s to sustainable development education in the early 21st century. From international concepts to implementation in Japan and Germany, it has passed through various stages involving governments, schools, and businesses among other stakeholders. This paper compares the different developmental stages of sustainable development education practices in the two countries and highlights the similarities and differences in the paths taken by governments and other stakeholders. In terms of development history, the developmental stages of sustainable development education practices in Japan can be divided into three stages. First, there is the "government-led, domestic development" stage. This is followed by the "relying on schools, international cooperation" stage. Finally, there is the stage of "diverse stakeholders, comprehensive collaboration". For Germany, the stages can be divided into two parts. The first part is the policy-making stage. The second part is the "RCEs" (Regional Centers of Expertise) stage.

KEYWORDS

Concept of sustainable development education; localized practice paths; comparative analysis

CITE THIS PAPER

Li Yingzi, A Comparative Analysis of Sustainable Development Education Practices in Japan and Germany. Transactions on Comparative Education (2024) Vol. 6: 151-157. DOI: http://dx.doi.org/10.23977/trance.2024.060419.

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