Education

Education holds a paramount relationship with the Sustainable Development Goals (SDGs) as delineated by the United Nations in 2015. It is not only recognized in its standalone form in SDG 4, which strives to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”, but also serves as an enabler of other SDGs, highlighting its cross-cutting impact across multiple facets of development. It acts as the foundation stone of knowledge, fostering an understanding of complex socio-economic dynamics that are critical for the attainment of other goals.

Consider, for instance, how education impacts SDG 1 - No Poverty. The increased earning potential offered by quality education is a powerful tool in breaking the poverty cycle. Similarly, in relation to SDG 3 - Good Health and Well-being, education is instrumental in driving better health outcomes by fostering understanding of healthy lifestyles, disease prevention, and the benefits of timely medical intervention.

Addressing the climate crisis (SDG 13) also necessitates education, as it prepares individuals to understand the intricate relationships between human activities and their environmental impact, and to seek sustainable solutions. Moreover, achieving gender equality (SDG 5) is intrinsically tied to education, as access to quality learning opportunities for girls and women empowers them, promotes their participation in decision-making processes, and helps in overturning deeply entrenched societal biases.

Quality education also fosters innovation and infrastructure development (SDG 9), as it equips individuals with the technical and creative skills necessary to devise advanced technologies and infrastructures. Moreover, education fosters peace and justice (SDG 16) by promoting a culture of peace, non-violence, global citizenship, and appreciation of cultural diversity.

In this multifaceted role, education serves as a catalyst in the process of sustainable development. However, these interconnections necessitate that education systems themselves are made more inclusive, resilient, and sustainable. The challenges of the 21st century, such as the digital divide and the increasing need for lifelong learning, require urgent attention to ensure education continues to play its role effectively. Education is the key that unlocks the potential of all other SDGs, making its universal attainment not just a goal, but a pre-requisite for a sustainable future.

Negative attitudes toward mental illness and treatment are attributed to a lack of or inaccurate mental health knowledge. We aimed to assess the current mental health knowledge and awareness among Bangladeshi university students and identified socio-demographic factors that affect them. Between February and April of 2021, a cross-sectional study of 2036 university students in Bangladesh was conducted. Two different questionnaires (i.e., knowledge and awareness) were developed to assess mental health knowledge and awareness.
The impact of a military conflict on the mental health of affected communities is profound. Elsevier would like to offer a curated list of publicly available journal articles in order to support primary care providers, psychologists, social workers, teachers, carers, and any community members working with affected groups, in mental health support and treatment in connection to war, trauma and migration.
Elsevier,

Annals of Tourism Research, Volume 96, September 2022

Research indicates that tourists continue to have difficulty assessing animals' welfare at wildlife tourism attractions, and so there is an immediate need for more education on such impacts. The purpose of this paper is to fill this education knowledge gap by introducing an environmental literacy framework, i.e., “what an environmentally literate person should know and be able to do,” in progressing from animal welfare illiteracy in tourism to literacy.
This content aligns with Goal 10: Reduced Inequalities by focusing on the impact and importance of building community for under-represented students in STEM.
How adapting math instruction for those with learning disabilities can allow them to increase their understanding of mathematics. Supports SDGs 4 and 10.
2022 HPCC Systems Community Summit
We are excited to announce the 9th annual HPCC Systems Community Summit will once again be held virtually this October! This year's event is free to attend and open to all users of HPCC Systems throughout the open source community.
This chapter aligns with UN SDG 4 and 10 and the Māori’s continuous struggle to teach and center their own history despite having their pasts displaced in the education system by British history which dismissed local Indigenous pasts as unreliable myths and “pre-history.” Māori have resisted this “mis-education” for more than a century, fighting to reclaim the past on their own terms. This essay reflects on the enduring struggle that eventually led to the reset, and ongoing skepticism, of the National History curriculum in Aotearoa for all schools from 2023.
This chapter advances UNSDG 4 and 10 addressing Indigenous communities' efforts for self-determination and the recovery, restoration, revitalization, and renewal of their languages. This chapter is authored by Indigenous scholar-practitioners from distinct Indigenous communities - Hawaiʻi, Kanien'keha:ka, Lytton First Nation, Isthmus Zapotec – who share their perspectives and lived-experiences of community-centered language work in the areas of intergenerational knowledge relations, curriculum, and media and technology.
Different lines of research have argued that specific groups, such as boys or ethnic minorities, are more prone to develop an anti-school culture than others, leading to group differences in the social acceptance of high performers. Taking an ecological view, we ask to what extent the school context promotes or prevents the emergence of group-specific oppositional cultures. Theoretically, we argue that group-based oppositional cultures become more likely in schools with low socio-economic resources and in schools where socio-economic differences align with demographic attributes.
The Growing Resilience action-research project as detailed in this paper, aims to help support the health and food sovereignty of Wind River Indian Reservation (WRIR) communities by providing families with information for monitoring their individual health and by supporting families in improving their health by growing home food gardens.

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