University of Kerbala
Asst.Prof.Dr. Hasan Mohammed Kadhim- College of Islamic Science
Asst.Lect. Ibaa Aldeen Husam Abbas- College of Education and Human Sciences
Introduction
Sustainable development, in its epistemological dimension, represents a strong desire among nations to ensure two things: the continuity of human species and the provision of a better life for future generations. Sustainable development encompasses economic, environmental, and social development in a way that meets the needs of the present without compromising the ability of future generations to meet their own essential needs. This concept was presented in the report of the World Commission on Environment and Development, published in 1987 under the title “Our Common Future.”
This desire for achieving justice between generations had weakened, and it was not revived until after the Rio de Janeiro Conference (Rio +20), which emphasized the importance of sustainable development. Decision-makers in politics, economy, and the environment were urged to consider the relationship between nature and society and to take into account the social, economic, and environmental dimensions when formulating policies and enacting laws.
Accordingly, the United Nations has defined the main goals for achieving sustainable development in its plan presented in 2012, with its implementation continuing until the year 2030. This plan was initiated by the Rio +20 Conference and followed by a series of actions, including the following objectives:
• People: Ensuring the well-being of every individual.
• Planet: Protecting Earth’s ecological systems.
• Prosperity: Promoting continuous economic and technological development.
• Peace: Preserving peace.
• Partnership: Fostering international cooperation.
The UN emphasized the importance of independence as the prevailing characteristic in the mechanism to achieve these five goals. They also highlighted the need to combine these objectives into a unified approach and present them in comprehensive methodologies to ensure integrated outcomes.
The concept of “sustainable development” emerged explicitly in our country, Iraq, after the year 2003. However, it was confined to a narrow framework and limited to a group of intellectuals and technocrats who failed to effectively promote it. Consequently, the concept was haphazardly presented in the media and some official documents, such as the “Private Sector Development Strategy (2014-2030)” issued by the Cabinet Advisors Board.
Due to the novelty of this concept and the lack of proper scientific presentation, along with the superficial understanding of those attempting to market it, the results did not match the urgent need for implementing this approach in practical life.
Sustainable Development and Academic Programs
Since sustainable development entails achieving development rates within the available resources that exceed the population growth rate, leading to meeting the essential needs of future generations from these resources, it is essential for society to have a precise understanding of the significance of this matter and the dangers of neglecting it. Therefore, academic and educational institutions in the country should undertake the task of raising awareness among generations by developing curricula that adopt this concept as an educational approach, guiding learners towards realizing its objectives (Kaushik, 2002:75) (Farghaly, 2007:11).
The Figure below, (1), illustrates the relationship between education and other domains that appear as an inevitable composition in the collective mind of learners, ensuring the achievement of sustainable development goals.
Figure (1)
Sustainable Development and Academic Programs
It is disheartening that the call for achieving sustainable development, with its main objectives, did not originate from social theorists and policymakers in the education sector. Instead, it was brought forward by businessmen and politicians in institutions like the World Bank, the International Monetary Fund (IMF), and the United Nations, who highlighted the dangers of the current path humanity is taking, warning of unexpected consequences.
If we aim to achieve sustainable development goals, we must strike a balance between an existing entity with its established foundations, structures, and outputs, referring here to the prevailing academic system. This balance requires a strong desire to achieve human justice by ensuring that future generations enjoy the available resources without compromising the needs of current populations, and this is what we mean by sustainable development (Khan, 2004:225).
This alignment necessitates that educators possess the knowledge and capability to reconstruct academic curricula in light of this concept and the dimensions it represents. While curricula provide a field for those striving to achieve sustainable development in society, the programs themselves serve as pivotal points in guiding generations in this direction (Dwikat, 2000:1).
To avoid falling into the problematic situations that may arise from this alignment, if done impulsively or randomly, it is essential for educators to conduct an assessment that enables them to understand the extent to which the current curricula represent these dimensions and objectives. This evaluation will empower them to build a comprehensive plan based on a set of data, including failures, mechanisms, and potential alternatives.
Dimensions of Sustainable Development:
When studying the concept of sustainable development, terms such as “objectives” and “dimensions,” and the difference between them become apparent. In its simplest definitions, an objective refers to statements that describe the expected performance that the initiator seeks to achieve in light of available or allocated resources. On the other hand, the term “dimensions” means the various manifestations of the specific concept. Therefore, just as sustainable development has objectives, it also has dimensions that form its conceptual core.
The Sustainable Development Commission, established after the Earth Summit, presented indicators for sustainable development, amounting to 130 indicators classified into four main dimensions: economic, social, environmental, and technological. Here, the focus is on the dimensions that can be included in academic curricula by mentioning their indicators, based on the knowledge foundations represented by UNESCO’s work on sustainable development and the Islamic heritage.
Social Dimension
The Social Dimension of Sustainable Development includes the following indicators:
1. Improving the quality of life in underdeveloped areas.
2. Reducing poverty and its occurrence.
3.Achieving equality and justice in resource distribution between generations.
4. Investing in human capabilities.
5. Upholding ethical values and good behavior.
6. Promoting public participation in development planning.
7. Developing rural areas to reduce population migration to cities.
8. Strengthening family bonds, mutual respect among family members, and obedience to parents.
9. Addressing the consequences of wars and crimes and drawing lessons from them.
10. Reducing religious and ethnic conflicts, supporting peaceful coexistence, and community security.
11. Respecting human rights.
12. Providing healthcare services.
13. Abiding by laws and legislations.
14. Preserving cultural and natural heritage.
15. Instilling a sense of patriotism and defending the country.
16. Promoting cultural awareness.
17. Highlighting the importance of knowledge and its significant impact on the progress and development of societies (Al-Hayiti, 2009:21).
Economical Dimension
The Economical Dimension of Sustainable Development includes the following indicators:
1. Shifting production and growth patterns in favor of the environment.
2. Efficient work leads to increased production and abundance.
3. Achieving integration between local manufacturing and export programs.
4. Curbing the wasteful consumption of non-renewable energy sources.
5. The economic value of any resource is determined by supply and demand in society.
6. The spread of factories in residential areas leads to air, noise, and visual pollution.
7. Expansion of reliance on clean and renewable energy sources such as solar, hydro, and wind energy.
8. Development of the tourism industry.
9. Sustainable utilization of natural resources allows their use for the benefit of future generations.
10. Knowledge-based economy.
11. Encouraging and supporting people’s savings in productive projects.
12. Promoting and supporting recycling processes for waste.
13. Utilizing ecological systems’ products, such as agriculture, fishing, and harvesting without harming natural capital (Fattahi, 2006:15).
Environmental Dimension
The Environmental Dimension of Sustainable Development includes the following indicators:
1. The role of environmental education and awareness in promoting environmentally responsible behavior.
2. Sustainable utilization of natural resources allows their use for the benefit of future generations.
3. The ecosystem is an integrated and interactive environmental unit.
4. Natural environment is rarely fully restored after being attacked or degraded.
5. Environmental imbalances arise due to direct human intervention in changing environmental conditions.
6. Rates of renewable resource use should not exceed their renewal and regeneration rates.
7. Nature reserves are among the most successful methods for preserving wildlife from extinction.
8. Factors and causes of environmental pollution.
9. Climate change.
10. Regulation of fishing and conservation of terrestrial and marine organisms.
11. Combating deforestation.
12. Combating desertification and drought.
13. The food chain is formed by the interaction between living organisms and their non-living environment.
14. Burning waste and livestock farms negatively impact humans.
15. Multiple and diverse environments exist.
16. Different modes of transportation that use fuel are major sources of urban air and noise pollution.
17. Industrial development results in the release of harmful waste into land, water, and air.
18. Establishing dedicated units for waste treatment in each factory.
19. Financing environmental protection efforts (Aboud, 2013:162).
Conclusion
Based on the previous discussion, the researchers recommend adopting the principle of sustainable development in designing academic curricula and periodically reviewing these curricula in line with the evolving concept of sustainable development. They also suggest integrating the principle in selecting the topics and content of academic curricula, ensuring that they align with the asuumptions of sustainable development. This involves addressing the dimensions of sustainable development equally and appropriately for the targeted age group and preparing educators to achieve the desired objectives effectively.
Furthermore, there is a need to explore the Islamic heritage, especially Quran, Prophetic traditions, and the narrations of the Ahlul-Bayt (peace be upon them), to extract elements that emphasize the concepts and dimensions of sustainable development. By examining the methodology of Quran, one can elucidate the way news, regulations, and legislations are presented, which clearly demonstrate Quran’s concern for sustainable development principles. This approach contributes to actively enhancing the global understanding of sustainable development through exploring our rich Islamic heritage.
References
1. Dwikat, K. (2000): The Role of Higher Studies and Scientific Research in Achieving Sustainable Development in Palestine, University of Jerusalem.
2. Aboud, S. (2013): Sustainable Development and Environmental Costs, Dar Al-Doktor for Administrative and Economic Sciences, Baghdad.
3. Farghaly, A. (2007): The Environment and Sustainable Development, The Egyptian Information, Documentation, and Libraries Authority, Cairo.
4. Fattahi, M. (2006): Sustainable Development in the Arab World: Between Reality and Aspiration, Media Production Center, King Abdulaziz University, Saudi Arabia.
5. Al-Hayiti, N. (2009): Sustainable Development: General Framework and Applications – The Case of the United Arab Emirates, Emirates Center for Strategic Studies and Research, Abu Dhabi.
6. Kaushik , V. (2002) : Teaching of social studies in Elementary schools , An sari Road ,Daryaganj , new Delhi.
7. Khan, M.A. (2004) : Teaching of social studies ,first published , Ansar Road , Darya Ganj , New Delhi.
