RCE Yogyakarta - 2021


Office of Directorate for Community Service Universitas Gadjah Mada
Jl. Pancasila, Bulaksumur G7 Kecamatan Depok, Kabupaten Sleman
ICT for Teacher Training to Address Education for Sustainable Development in New Normal Education
Basic Information
Title of project : 
ICT for Teacher Training to Address Education for Sustainable Development in New Normal Education
Submitting RCE: 
RCE Yogyakarta
Contributing organization(s) : 
Frederick University (Cyprus) as the Coordinating Institution
University of Crete (Greece)
RCE Crete (Greece)
University of Science Malaysia (Malaysia)
RCE Penang (Malaysia)
Open University Malaysia (Malaysia)
University of Technology Malaysia (Malaysia)
Indonesia University of Education (Indonesia)
Universitas Gadjah Mada (Indonesia)
Ho Chi Minh International University (Vietnam)
University of Social Sciences and Humanities (Vietnam)
Focal point(s) and affiliation(s)
Nanung Agus Fitriyanto, S.Pt., M.Sc., Ph.D.
Organizational Affiliation: 
RCE Yogyakarta - Universitas Gadjah Mada, Indonesia
Prof. Ir. Irfan Dwidya Prijambada, M.Eng., Ph.D.
Organizational Affiliation: 
RCE Yogyakarta - Universitas Gadjah Mada, Indonesia
Ardhya Naerswari, S.T., M.T., Ph.D.
Organizational Affiliation: 
RCE Yogyakarta - Universitas Gadjah Mada
Format of project: 
manuscript, PowerPoint, audiovisual
Language of project: 
English and Bahasa Indonesia
Date of submission:
Courses on Education for Sustainable Development
At what level is the policy operating?: 
Geographical & Education Information
Yogyakarta Province, Indonesia
Address of focal point institution for project: 
Directorate for Community Service
Universitas Gadjah Mada
Jl. Pancasila, Bulaksumur G7
Kecamatan Depok, Kabupaten Sleman
Provinsi D.I. Yogyakarta

Target Audience:
Socioeconomic and environmental characteristics of the area : 
On this project, RCE Yogyakarta is responsible to creating materials for specific UGM students and for the high schools teachers in Yogyakarta Province level. The materials were developed by UGM lecturers based on the guidance from the project coordinator. The specific students are those who are going to be a teacher or a lecturer or an educator in the future, that is around 500 students from Faculty of Science and Biology, while the teachers are the junior and senior high schools, that are at least 992 high schools in Yogyakarta Province. The teachers (in-service teachers) and the UGM students (pre-service teachers) are the target of the project as they are the current and future agents to improve the implementation of Education for Sustainable Development (ESD) in the curriculum and learning process in primary and secondary schools. This program aims to foster teachers in understanding ESD and integrate various concepts and aspects of ESD in the curriculum and learning process.
July, 2019
This program intends to identify and map the use of information and communication technology by educators (in-service teachers) and future educators (pre-service teachers) in order to improve the implementation of Education for Sustainable Development (ESD) in the curriculum and learning process in high schools. This program aims to foster teachers in understanding ESD and integrate various concepts and aspects of ESD in the curriculum and learning process. This program involved 10 university partners that serve as RCE members as well.
The objectives of the project are:
1. Support the development of the faculties of education in partner universities to align curriculum, teaching, learning, and research with the area of education for sustainability.
2. Build capacity of academic staff at the faculties of education that will make them able to contribute to the development, implementation, and evaluation of a wide ICT-enabled in-service teachers training program on education for sustainability.
Activities and/or practices employed: 
1. Developing ESD curriculum based on ICT
2. Integrating ESD curriculum into selected courses in the university partners
3. Deconstructing, constructing, and reconstructing selected courses based on the guidance of the program coordinator
4. Teacher training for the primary and secondary schools teachers in Yogyakarta Province
5. Providing computer laboratory for the teacher training
6. Evaluating the constructed coursed using an evaluation tool called DREAM that was developed by the program coordinator
Size of academic audience: 
500 UGM students and 200 high school teachers in Yogyakarta
● The Kick-off meeting (Februrary 22-25, Nicosia Cyprus) and training workshop along with the 1st Managerial and Training Workshop (Johor, Malaysia, July 4-8, 2019) have been carried out.
● More than 2000 questionnaires have been collected by partner institutions in connection to situation analysis in addition to SWOT analysis carried out. At Yogyakarta to 218 UGM students from four faculties i.e. Faculty of Cultural Sciences, Faculty of Mathematics and Sciences, Faculty of Biology, and Vocational School, and also 207 high school teachers from selected schools in Yogyakarta province have participated.
● Among the 7 partner institutions, close to 80 courses (10 courses from Yogyakarta) to be revised and be infused with ICTeEfS. Currently the courses are being reviewed both by peers and the external evaluator appointed by the Coordinating Institution (Frederick University) using the DeCoRe plus methodology developed by Prof. Dr. Vassilios Makrakis Project Coordinator.
● The official ICTeEfS Website (http://icteefs.frederick.ac.cy) hosts an Online Community of Practice developed by the Coordinating Institution and currently the Blended Learning and Training Environment/LMS (Learning Management System) has been developed and installed (https://learn.frederick.ac.cy/course/view.php?id=1854) in the project Website.
● The constructed courses with infusing ESD and SDGs concepts into curricula for the targeted students (pre-service teachers) in UGM
● There will be a training for in-service teacher about Education of Sustainable Development Concept Integration
in School Using Information and Communication Technology (ICT)

Lessons learned: 
● The first challenge is how to bridge the university-community gap in terms of curriculum development addressing issues of ICTeEfS. This has been tackled through the local RCEs hosted in most partner universities.
● A second challenge is how to get together with other partners from Malaysia and Vietnam. This has been tackled by establishing close cooperation and communication that has been highly facilitated by the project coordinator at Frederick University and the local coordinator from University Science Malaysia.
● A third challenge is developing awareness and dissemination about the project within our institutions, the local community, and the region. We are working on it and use our networks and participation in various institutional bodies both at the national and regional levels.
● We found out from our survey that not all the high school teachers are not really aware about the Sustainable Development Goals concept and not all high schools in Yogyakarta Province have integrated the Education for Sustainable Development into their learning process. Thus, the objectives of this project are trying to answer the current situation in high school of Yogyakarta Province to promote the Sustainable Development Goals and integrate the Education for Sustainable Development concept into the learning process.
Key messages: 
First, the ICTeEfS project will establish mechanisms at each partner country to contextualize ICT in
Education for Sustainability (EfS) fills an existing gap that prevents policies towards building a more sustainable society, nationally and regionally. Faculties of education in the program will have integrated education for sustainability themes in courses related to teaching methodology and curriculum, filling the current gap between school knowledge and real-life problems. There will be a shift from teacher-centered to student-centered instructional/learning designs, responding to the PC’s educational reform initiatives. Merging ICTs with critical reflective pedagogies will enable target groups to see technology as a tool that can empower them to address real-life problems related to the environment, society, and economy (the 3 sustainable development pillars) conducive to their country and region. Teachers take investigative roles that help them discover and construct new understandings and knowledge. Turn teachers able to reflect not only on their previous values and beliefs but also on the ethics dimension of teaching. By using participatory and collaborative learning approaches to teaching, learning, and curriculum, trained teachers will expose positive attitudes to common efforts and collegiality, which were missing before. ICT coordinators, instead of putting most of their efforts into the maintenance of ICT hardware and teaching about technology, will shift to function as human resources able to carry out district/school-based teachers’ capacity building to advance EfS in teaching, learning, and curricula. It is also hoped that the teacher can make a Learning Implementation Plan (LIP) based on Education for Sustainable Development (ESD) and Sustainable Development Goals by applying ICT to their subjects.
Relationship to other RCE activities: 
The ICTeEfS program is also involving RCE Penang Malaysia, RCE Crete Greece, RCE Southern Vietnam
This project has been supported by Erasmus+ through Capacity Building for Higher Education Project


File Name Caption for picture Photo Credit
Image icon 1.png (225.14 KB) Kick-of Meeting in Cyprus at 22-25 February 2019 ICTeEfS team documentation
Image icon 2.png (255.65 KB) 1st Managerial Meeting in Johor Malaysia at 15-19 July 2019 ICTeEfS team documentation
Image icon 3.jpg (246.65 KB) 2nd Managerial Meeting in Bandung Indonesia at 10-13 January 2020 ICTeEfS team documentation
Image icon Screenshot (33).png (741.06 KB) Online managerial meeting to prepare the in-service teacher training RCE Yogyakarta
Image icon ICTeEfS Teacher Training 1.jpg (381.89 KB) The ICTeEfS Teacher Training was an hybrid training while 30 participants came to Directorate of Community Service Office Universitas Gadjah Mada while another 170 participants were joining online via Zoom. RCE Yogyakarta
Image icon ICTeEfS Teacher Training 2.jpg (307.55 KB) The training facilitators for the ICTeEfS Teacher Training were from Faculty of Biology and Faculty of Medicine Universitas Gadjah Mada RCE Yogyakarta
Image icon ICTeEfS Teacher Training 3.jpg.png (167.91 KB) UNESCO Chairman in Information and Communication Technologies (ICTs) in Education for Sustainable Development Prof. Dr. Vassilios Makrakis was explaining about 10 Cs and 6 Learning Pillars of 21 Century concept during the training opening RCE Yogyakarta
Image icon ICTeEfS Teacher Training 4.jpg (80.62 KB) The training coordinator and facilitator took a photo with the winners of the best participatory videos and lesson plans from each school level in front of the UGM Community Service Directorate office. RCE Yogyakarta
UN Sustainable Development Goals (SDGs)
(https://sustainabledevelopment.un.org/sdgs) and other themes of Education for Sustainable Development (ESD)
SDG 1 - End poverty in all its forms everywhere 
SDG 2 - End hunger, achieve food security and improved nutrition, and promote sustainable agriculture 
SDG 3 - Ensure healthy lives and promote wellbeing for all at all ages 
SDG 4 - Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all 
SDG 5 - Achieve gender equality and empower all women and girls 
SDG 6 - Ensure availability and sustainable management of water and sanitation for all 
SDG 7 - Ensure access to affordable, reliable, sustainable and modern energy for all 
SDG 9 - Build resilient infrastructure, promote inclusive and sustainable industrialisation, and foster innovation 
SDG 10 - Reduce inequality within and among countries 
SDG 11 - Make cities and human settlements inclusive, safe, resilient and sustainable 
SDG 12 - Ensure sustainable consumption and production patterns 
SDG 13 - Take urgent action to combat climate change and its impacts 
SDG 14 - Conserve and sustainably use the oceans, seas and marine resources for sustainable development 
SDG 15 - Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification and halt and reverse land degradation, and halt biodiversity loss 
SDG 16 - Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels 
SDG 17 - Strengthen the means of implementation and revitalise the global partnership for sustainable development 
Curriculum Development 
ESD for 2030-Priority Action Areas
Priority Action Area 2 - Transforming learning and training environments 
Priority Action Area 3 - Developing capacities of educators and trainers 
I acknowledge the above: