Journal of Teacher Education for Sustainability (JTES) is a forum for the meeting of different views, ideas and research to promote the further development of studies and practice of teacher education in all areas of formal and non-formal education in relation to sustainability. Contributors are encouraged to submit articles with relevance to content and forms of teacher professional and academic education, problems and tasks of teacher in-service education and other issues to help teachers to become responsible mentors for the sustainable development.
Scopus, CABI, Educational Research Abstracts Online (ERA), The Central European Journal of Social Sciences and Humanities (CEJSH), Higher Education Abstracts
Discourse and Communication for Sustainable Education is an international, double blind peer-reviewed journal that provides a forum for the examination of policies, theories and practices related to discourse and communication for sustainable education. Since contemporary discourse study has extended its field to the study of multifaceted contexts of discourse, it is able to be integrated in the broader study of the phenomena of communication in relation to sustainable education. The journal Discourse and Communication for Sustainable Education publishes research articles and reviews. Its diversity is apparent in the variety of its theories, methods and approaches, thus avoiding the frequent limitation to one school, approach, academic branch. The only criteria will be the quality and the originality of its articles. The journal Discourse and Communication for Sustainable Education welcomes articles which explore inspirational ideas in sustainable education, are written in innovative ways or are presented in experimental ways. It does not have article processing charges (APCs) nor article submission charges.
The two volumes of collected articles Education and Sustainable Development: First Steps Toward Changes published in 2006 and 2007 by the Institute of Sustainable Education and Baltic and Black Sea Circle Consortium in Educational Research attempt to reflect the understanding of this complex issue in the mindscape of educational scientists and the results of their research in the context of sustainability. Authors have tried to find the links between their own area of study and the overarching theme of sustainability. The two collections reflect the interdisciplinary view of researchers from various countries on the theory and practice of education and sustainable development, inspiring the complementary approach and modelling the frames of reference for implementation of the holistic conception of sustainability in education. Students, researchers, university teachers, educational policy makers and all who would like to contribute to the UNESCO decade for ESD might draw useful ideas and inspiration from this book.