Maruyama Hideki

Abstract This chapter examines the role of Japanese universities in promoting Education for Sustainable Development (ESD) through a case study of Sophia University’s “Sustainable Futures” program for undergraduate students. Positioned within Japan’s evolving socio-educational context, the study explores how the program integrates interdisciplinary learning, global–local connectivity, and sustain- ability competencies. It highlights innovative pedagogical approaches, including transformative and systems thinking, while addressing challenges posed by demo- graphic shifts and the COVID-19 pandemic. The research underscores the signif- icance of the “4Cs” framework—curriculum, campus, community, and culture— in creating a sustainable university environment. By analyzing Sophia University’s efforts to align education, research, and societal contributions with sustainable devel- opment goals, this paper offers insights into how higher education institutions can foster socially conscious graduates and adapt to global challenges. It emphasizes the need for holistic approaches to education that address local and global sustainability issues in interconnected and transformative ways. Keywords Education for sustainable development (ESD) · Interdisciplinary education · Transformative learning · Sustainable universities · Systems thinking

(1) Japanese universities have an important role in the sustainability of the students who are “oppressed” by social norms, while some of the Education for Sustainable Development (ESD) practices take a conventional approach. The purpose of this study is to take an educational programme as a case study on sustainability of oneself, others, and nature at a university in Tokyo, to compare the programme before and during the COVID-19 pandemic, and to illustrate what elaboration is required for the future programme. (2) This study used literature on the ESD framework for deeper learning and the Japanese youth as well as descriptive data such as observation and reflection of the participants in the ESD practice. (3) The relationships are confirmed among experiential, social, and transformative learnings in the formal and informal settings. The dynamics in the education about, in, and for sustainability is shown with education theory. The study shows a deeper dimension of self-transformation of the students in the online and offline learning environments. (4) The study suggests that the ESD programme with participatory and transformative approaches as socialisation and subjectification can lead the emancipation from “business as usual” for the Japanese university students when they accept new perspectives through the process of self-discovery and dialogues with others.

The Republic of Estonia is a small but wetland-rich country. The country also has a lot of civil organizations which deal with sustainable development. There has been, on the other hand, many study tours conducted by the Japanese universities and non-governmental organizations. The most recent popular theme in study tours is sustainable development. This report introduces the study tour to Estonia, focusing on wetlands as a part of sustainable development. The first section explains the concept and contents of the tour, and the second illustrates the combinations and coordination between local resources and university accreditation as an official program. The final shows a possibility of wise use of wetland from the CEPA framework.

http://www.ide.go.jp/Japanese/Publish/Periodicals/W_trend/201411.html

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