Futures Thinking According to Tilbury (2011), futures thinking can be def ined as imaging or envisioning a better or preferred future. All educational levels as well as in social and business contexts are encouraged to use the futures thinking as a key pedagogical principle. Future thinking is also considered to be a pivotal component of ESD. However, various parties such as media, scientist and educator are always portraying the negative image of future particularly related to biodiversity such as the natural disaster, species extinction, and destruction of ecosystem. This action actually discourage the efforts to solve or reduce the problem or enhance conditions of well-being. Some other parts of the world today are facing extreme poverty, depletion of resources, war conflicts and species extinction which require immediate action. However, by having the basic knowledge about them, does not lead or encourage people to transform the situations (Tilbury and Cooke, 2015). Therefore, by applying the future thinking concept, the current generation can give hope and create positive future dreams together with the younger generations. In future thinking, one will try to gain knowledge, understand and analyses information about the future images and visions which will help to motivate proactive attitudes and actions for the positive future (Lehtonen, 2012). By envisioning a better future, we can established a link between long term goals and immediate actions, and motivate people to action by harnessing their deep aspirations; identifies relevance and meaning for different people; explores how to achieve change; offers direction and energy to take action and will results in ownership of visions, processes and outcomes (ARIES, 2009). Critical Reflective Thinking Another key skills in ESD is critical and reflective thinking. Critical reflective thinking is much deeper than simply being critical about certain issues and events (Mula and Munirah, 2016). By critical reflective thinking, students have to explore the root causes of unsustainability and identifying his/her own and others’ underlying values, assumptions, perceptions and world views. Students learn and get involve in a process of deep questioning and learn how to make critical and meaningful questions (Mula and Munirah, 2016). Learning to Act and Change Learning to act refers to the application of knowledge and skills in the daily life of students developed through activities in and outside the classroom which enable students to identify their role in the society which involve personal and social action. Students should be trained that they can effect change in their community and their personal lives as well. Therefore leaning will be active and will link to their social responsibility. Teaching and learning in school should provide opportunities to develop students’ knowledge and skill for their future sustainable living. According to Mula and Munirah (2016), exploring case studies with local community groups and business is an example of technique thatcanbeusedto encourage student to use the knowledge that they have gained into practical actions on sustainable development issues. Proceedings of the International Conference on Climate Change, Biodiversity and Ecosystem Services for the 171 Sustainable Development Goals (SDGs): Policy and Practice 27-29 June 2016, Cha-am, Phetchaburi, Thailand
Proceedings of International Conference on Climate Change, Biodiversity and Ecosystem Services for the Sustainable Development Goals : Policy and Practice 27-29 June 2016 at the Sirindhorn International Environmental Park, Cha-am, Phetchaburi, Thailand
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