Penulis

Zita Wahyu Larasati , Dale Albanese, Hsueh-Hua Chuang, andThi Phuong Lien Tran

Judul

From theory to practice: Developingand applying educational indicatorsfor Just Transition pedagogy

Abstract

This study develops and applies educational indicators for Just Transition pedagogy, addressing thelack of tools that connect education to struggles for both social justice and critical environmentalconcerns. Drawing on literature in Just Transition, critical pedagogy, and sustainability education,thirteen indicators were created across three constructs: critical thinking, coexistence, and studentagency. These were applied to analyze two graduate-student lesson plans on Indigenous peoplesand sustainable tourism in Taiwan. Strong intercoder reliability between human and AI-assistedcoders confirmed the robustness of the indicators as tools for curriculum analysis. The analysisshowed that the lesson plans encourage learners to think critically, foster coexistence, andstrengthen agency in resisting injustice within the context of Just Transition. Yet, a central challengepersisted: local issues were insufficiently connected to global concerns. This underscores the needfor education to link local and global struggles, making visible the importance of transnationalsolidarity as a cornerstone of Just Transition, while the theoretical framework developed herehighlights the potential of Just Transition pedagogy to serve as a site intersecting environmentalissues and social justice.

Fulltext

https://journals.sagepub.com/doi/epdf/10.1177/17577438261459607