Global Issues in Education: Integrating 3Rs for a Sustainable Future

This essay discusses the importance of integrating global issues into education, particularly focusing on the 3Rs (Reduce, Reuse, Recycle), to promote sustainable development. It emphasizes how early education can instill a sense of responsibility in children, encouraging them to take action and contribute to a sustainable future. The essay highlights the role of educators in introducing these concepts with care and diligence, using experimental learning and various educational methods to actively involve students. It also addresses the notion that it is not too early to educate children about global issues, as early awareness can have a lasting impact on their behavior and attitudes towards the environment. The conclusion reinforces the idea that educating children about sustainable development fosters caring attitudes and encourages active participation in resolving environmental issues, using sustainable resources, and collaborating with others.

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Abstract:
Education not only serves the single purpose but is having multiple objectives and each of the
objectives has its own personal importance. Introducing the global issues among the children
results in awareness related to the consumption and sustainable development presents the
dynamic concept with the intention to promote such learning process which eases the
establishment of the sustainable future (Papa, 2015).
Introduction:
Introduction of the global issues among the children encourages the children to take the role
in addressing such issues as such awareness, in turn, reflects on the individual action which in
a great way impact the quality of life. The education related the 3R’s of the global issues will
result to develop the sense of responsibility among them and hence in the future will become
the responsible citizen towards the sustainable growth of the environment (Papa, 2015).
Introduction of the global issues in the education endeavours to incorporate an intellect of
responsibility, discovery, social justice and discussion in the centre of ecological and ethical
challenges and dilemmas. Global issues education among the children will develop an
understanding to in turn critically reflect on their global position and considering the broader
issues concerned with sustainability (Papa, 2015).
Early education and global issues:
The approach of 3 R’s is the primary education is to prepare the student better citizen
in the global age (Olla & Toth, 2010). For the students, such education will develop their
concerns related to the global issues and one should care for such an issue because of the
personal and ethical reasons. It is the responsibility of the educators through educating the

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students about global issues, develops a unique responsibility to promote peace, active
concerns related to the global issues and justice (Olla & Toth, 2010).
While introducing the global issues to the children, it is significant for the educator to
introduce such sensitive issue to the children with due care and diligence. The primary role
of the educator while introducing the world, issue is to explain and emphasise each and every
component related to the 3R’s of the global issue (Groves, 2008). The student is exposed to
such issues through the experimental learning, certain roles play related to the issues are
to be developed which will help them to actively participate and through active involvement,
exploring the global issues and also the solution which can be implemented to resolve such
issues in the future (Groves, 2008).
The 3R execution in the early education is build by make use of models related to the
environmental educational and a variety of educational methods such as the field trip, role
play, creative drama dramatization and educator in role method, storytelling, environmental
and educational games, intergenerational knowledge, inventorying and by means of group of
people resources (Selke, 2004). The implementation of global issues 3Rs in the education
system act as the three supports of sustainable development (Selke, 2004). The reduce
elements develop an understanding among the children to reduce the usage of the resources to
the point where it is required. The component reuse teaches the student to reuse the waste in
one or another way, the component recycle is to again use the waste resources and hence
reducing the wastage (Selke, 2004). The children through the play way method are asked to
reduce the limit of the resources such as consuming that much electricity that is required and
when there is no use they were asked to put off the lights to facilitate sustainability. The
physical action of the children to recycle, reuse the vegetable and leaves waste to reduce the
waste and developing the composite matter (Selke, 2004).

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No, this is not too early for the children to gain knowledge regarding the global issues.
Erdogan asserts that awareness regarding the global issues among the preschool education
shows an environmental behaviour and endures the longer impact as compared to the adult
participants (Pearson & Degotardi, 2009). As per the Zelezny, the early age participants for
the global issue educations are influenced in a greater way through the interventions for the
reason that they be trained innovative pro-environmental behaviors easily, and are also in a
great interested in the issues of the environment and thus civilizing the environment, or are
extra eager to represent as pro-environmental so as to interpreted extra socially desirable
(Pearson & Degotardi, 2009). According to OCED (Organization for Economic Co-
operation and Development), empowering global issues through the early childhood learning
outcome in vital gains known that preschool kids will encompass a lively role in the
improvement and protection of the environment in the coming eras as adults and also as the
role models for the families, and also the society.
This specifies that early childhood education act as change catalysts related to sustainable
behaviour and thinking in the communities and home (Pearson & Degotardi, 2009). The early
years of the children can be taken as the significant years for generating the sustainable
futures as soon as they are promoted as the problem solvers, action takers and problem
seekers in the environment” by means of suitable pedagogies (Sarabhai, 2008).
It is a good thing to inform and ask the children to take care of the serious issues of the adult
world as this develops a sense of responsibility between them and act as the source of
positivity for the environment in the future (Pearson & Degotardi, 2009).
The project related to the global issues conducted in the Ontario campuses among the
children encouraged them in the 3R campaigns and educating them with realising the
sustainable development (Ang, 2018).

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Conclusion
Educating the children about the sustainable development in the early ages fosters the caring
attitudes, understanding the natural environment, i.e. to learn sustainability and activities that
are built around the 3Rs: reduce; reuse and recycle were highlighted during the education
(Jucker, 2016). To contribute towards the sensitive issues of the environment, the education
system encourages the individuals for actively participating in resolving the issues, using
sustainable natural resources and collaborating with others in resolving the issues. The
campaign proves to be successful to enhance the awareness regarding the 3Rs issue and it is
hoped that the activities done related to the 3rs is exponentially helpful for the kids if
sufficiently put into practice by the educator (Jucker, 2016).

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References
Ang, L. (2018). A Cross-Disciplinary Study of Early Childhood Development and
Peacebuilding: New Conceptualizations of Early Childhood for Global Sustainable
Development. Pacific Early Childhood Education Research Association, 12(1), 1-21.
Groves, T. (2008). Reduce, reuse, recycle. BMJ, 336(7650).
Jucker, R. (2016). The Critical Global Educator: Global Citizenship Education as Sustainable
Development. Journal Of Education For Sustainable Development, 10(2), 309-312.
Olla, P., & Toth, J. (2010). E-waste education strategies: teaching how to reduce, reuse and
recycle for sustainable development. International Journal Of Environment And
Sustainable Development, 9(1/2/3), 294.
Papa, M. (2015). Sustainable Global Governance? Reduce, Reuse, and Recycle
Institutions. Global Environmental Politics, 15(4), 1-20.
Pearson, E., & Degotardi, S. (2009). Education for sustainable development in early
childhood education: A global solution to local concerns?. International Journal Of
Early Childhood, 41(2), 97-111.
Sarabhai, K. (2008). Global Issues and Global Campaigns. Journal Of Education For
Sustainable Development, 2(2), 95-96.
Selke, S. (2004). Reuse/Recycle: The Monthly Newsletter of Resource
Recycling. Reuse/Recycle Newsletter, 34(10), 73-80.

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