GEOGRAFIJA IN TRAJNOSTNA UNIVERZA MARIBOR - Rogač, Valentina (V. Rogač, 2012)
Združeni narodi so obdobje med letoma 2005 in 2014 označili za obdobje izobraževanja za trajnostni razvoj. Izobraževanje v tej smeri bo omogočilo spremembe v vedenju, kar bi zagotovilo svetlejšo prihodnost za sedanje in prihodnje generacije. Pomembno vlogo pri tem imajo tudi univerze, ki imajo velik pomen pri prenosu znanja v prakso. Namen diplomskega dela je bil ugotavljanje razumevanja trajnostnega razvoja med študenti geografije. Izvedena je bila kvantitativna raziskava, v kateri so bili anketirani študentje geografije na Filozofski fakulteti Univerze v Mariboru. Rezultati so pokazali, kaj o trajnostnem razvoju študentje že vedo, v kolikšni meri je po njihovem mnenju že vključen v študij geografije, kako sami prispevajo k večji trajnosti ter njihovi predlogi, kaj vse bi lahko naredili na Univerzi v Mariboru, da bi postala trajnostna. Njihovi predlogi so bili primerjani z dokumentom UM o trajnostnem razvoju. Prav tako so bili pri raziskovalnem delu razviti kriteriji za trajnostno pismenost z upoštevanjem in evalvacijo učnih načrtov geografije na mariborski Filozofski fakulteti. Z drugim delom raziskovalnega dela je bilo analizirano obstoječe stanje uresničevanja načel trajnostnega razvoja na Filozofski fakulteti. Izpostavljeni so bili problemi in podane konkretne spremembe, kako trajnostne vsebine vnesti v njeno delovanje, organizacijo in izvajanje vsakodnevnih aktivnosti. The United Nations General Assembly designate the decade 2005 – 2014 as the United Nations Decade of Education for Sustainable Development. Education for sustainable development enables changes in behaviour what brighter future for present and future generations ensure. Universities play an important role in education for sustainable development especially in transferring knowledge into action. The purpose of the thesis was to establish the understanding of sustainable development among students of geography. With a quantitative research the students of geography were surveyed. The results have shown students’ knowledge of sustainable development, the extent of sustainable topics in the curricula of geography, students’ contribution to a greater sustainability and their suggestions for improving sustainability at the University of Maribor. Their suggestions have been compared with the document of the University of Maribor on sustainable development. By considering and evaluating the curriculum of geography the indicators for sustainable literacy were developed. In the second part of the research the existing state of implementation of sustainable development at the Faculty of Arts was analysed. Problems were highlighted and concrete proposals on how to include sustainable development into the management of its internal activities and operations were introduced.