@article{oai:cur-ren.repo.nii.ac.jp:00001084,
 author = {Sasaki, Hironori and Sasaki, Hironori},
 journal = {CHUGOKUGAKUEN Journal, CHUGOKUGAKUEN Journal},
 month = {},
 note = {In 2015, the 2030 Agenda for Sustainable Development (UN, 2015) set out “Sustainable Development Goals” (SDGs) consisting of 17 goals and 169 targets. The international community acknowledged that education was substantive for the success of all 17 of these goals. Target 4.7 is one of the most important in terms of linkages with other SDGs as it describes Education for Sustainable development (ESD). Japan’s Ministry of Education has also emphasized ESD since the UN Decade of Education for Sustainable Development (DESD) project began in 2005. However, it is difficult to say that ESD has become widespread among schools in Japan. At present, ESD has been mainly practiced in science education concerning the environment, energy, weather, climate and so on. The purpose of this paper is to propose that ESD should be practiced more in the Period for Integrated Studies from now on. Hence, firstly, the learning objectives of ESD are presented based on UNESCO’s (2015) learning objectives for ESD goals. Secondly, the objectives and contents of the Period for Integrated Studies are provided based on the revised Japanese curriculum guidelines released by Japan’s Ministry of Education, Culture, Sports, Science, Technology in Japan (MEXT). Thirdly, the similarities between ESD and the Period for Integrated Studies are described, and it is shown that ESD fits well with the goals, contents and inquiry-based tasks found in the Period for Integrated Studies. Finally, suggestions for how to incorporate ESD into the Period for Integrated Studies within schools in Japan is proposed.},
 pages = {13--19},
 title = {A Proposal to Practice Education for Sustainable Development in the Period for Integrated Studies to Penetrate Schools in Japan},
 volume = {18},
 year = {2019}
}