Виолета Р. Орловић Ловрен, Универзитет у Београду, Филозофски факултет, имејл: violeta.orlovic@f.bg.ac.rs

Иновације у настави, XXIX, 2016/4, стр. 123–139

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doi:10.5937/inovacije1604123O

Резиме: Идеје о одговорности универзитетског образовања и наставника у транзицији друштва ка одрживости као идеалу утканом у оквир за будућност „после 2015“ служе и као водиље у конципирању стратегија за интегрисање одрживости у универзитет, са директним импликацијама на приступ настави. Слика о освешћеним и активним грађанима будућности пројектује се и на овом платну – на захтеве за рефлексивним и иновативним наставницима. Истовремено, како говоре истраживања и пракса, ови захтеви инспиришу и збуњују. Између властитог поимања одрживости и појачаних захтева за реформулисањем односа међу свим актерима и елементима у настави, наставници су суочени са бројним питањима која се у већини случајева своде на како, али још увек неретко и на питања шта, па и зашто.
У раду су представљени актуелни трендови и стратегије примене концепта одрживости на универзитету. Анализирају се релевантна литература и резултати истраживања, укључујући и емпиријске налазе аутора, на узорку наставника Универзитета у Београду. Међу резултатима истраживања, предузетог са циљем да се сагледају личне дефиниције одрживог развоја које су дали универзитетски наставници, издваја се повезаност између заступљености садржаја и принципа одрживог развоја у иницијалном образовању наставника и интеграције ових питања у предмете које они данас креирају. Такође се уочава релација између оскудног искуства наставника по питању образовања за одрживи развој и ускости одређења овог концепта. Резултати овог и других навођених истраживања јасно упућују на потребу да се креира и спроведе програм професионалног усавршавања наставника Универзитета у Београду за примену концепта одрживог развоја.
Кључне речи: одрживост, наставници, универзитет, стратегије поучавања.

Summary: Ideas about responsibility of university education and teachers in the transition of society towards sustainability as an ideal incorporated into the future “after 2015”, represent a guideline in conceptualizing strategies for integrating sustainability into the university, with direct implication to teaching approach. The picture of aware and active citizens of future is projected at this stage – the requirements for reflexive and innovative teachers. At the same time, as research and praxis tell, these requirements inspire and puzzle. Teachers face numerous questions, which in many cases mean what and why and this is based on their own comprehension of sustainability and strong requirements for reformulating relations between these actors and elements in teaching. In the paper, we have presented actual trends and strategies of application of the concept of sustainability at University. Relevant literature is analysed as well as the results of the research, including empirical analyses of authors, with the sample of lecturers of the University of Belgrade. Among the results of the research, taken with the aim to identify university lecturers’ personal definitions of sustainable development, there is connectivity between the contents and principles of sustainable development in initial education of teachers and integration of these issues into the subjects they create nowadays. We can also spot the relation between scarce experience of teachers considering sustainable development and narrowness of determination of this concept. Results of this and other stated research clearly point at the need to create and maintain the programme of professional development of teachers at the University of Belgrade for application of the concept of sustainable development.
Key words: sustainability, teachers, university, strategies of teaching.

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