A Comparative Perspective on Citizenship and Sustainability Education in Armenia, Germany, Iran and Tanzania

Julia Hufnagl; Joseph Badokufa Bulugu; Hamed Ghaderinezhad; Heribert Hinzen; Balázs  Németh; Emma Yarazyan

doi:10.4312/as/19899

Authors

Julia Hufnagl University of Bamberg
Joseph Badokufa Bulugu St. Augustine University of Tanzania
Hamed Ghaderinezhad student, Faculty of Humanities and Social Sciences, University of Pécs
Heribert Hinzen Institute for Human Development and Cultural Studies, Faculty of Humanities, University of Pécs
Balázs Németh Institute for Human Development and Cultural Studies, Faculty of Humanities, University of Pécs
Emma Yarazyan DVV International

DOI:

https://doi.org/10.4312/as/19899

Keywords:

Adult Learning and Education (ALE), comparative education, Education for Sustainable Development (ESD), Global Citizenship Education (GCE)

Abstract

The objective of this article is to respond to the question of how providers, programmes, participants, and locations play a pivotal role in Education for Sustainable Development (ESD) and Global Citizenship Education (GCE) in Armenia, Germany, Iran and Tanzania. To this end, a comparative international approach is employed, utilising the following categories: (1) providers, (2) programmes, (3) participants, and (4) locations. ESD and GCE are two transformative educational models highlighted by Sustainable Development Goal 4.7. They aim to equip individuals with the knowledge and values necessary to address global challenges such as environmental degradation and social inequalities. Our findings indicate that the categories both individually and collectively signal and resonate choices and limitations to ESD- and GCE-related adult learning activities, which have been significantly influenced by both global and macro level initiatives and local, regional realities.

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