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The latitudinal diversity gradient (LDG) is one of the most recognized global patterns of species richness exhibited across a wide range of taxa. Numerous hypotheses have been proposed in the past two centuries to explain LDG, but rigorous tests of the drivers of LDGs have been limited by a lack of high-quality global species richness data. Here we produce a high-resolution (0.025° × 0.025°) map of local tree species richness using a global forest inventory database with individual tree information and local biophysical characteristics from ~1.3 million sample plots. We then quantify drivers of local tree species richness patterns across latitudes. Generally, annual mean temperature was a dominant predictor of tree species richness, which is most consistent with the metabolic theory of biodiversity (MTB). However, MTB underestimated LDG in the tropics, where high species richness was also moderated by topographic, soil and anthropogenic factors operating at local scales. Given that local landscape variables operate synergistically with bioclimatic factors in shaping the global LDG pattern, we suggest that MTB be extended to account for co-limitation by subordinate drivers.
Abstract
Teacher Education for Sustainable Development (TESD) is a niche innovation in teacher education that empowers teachers to prepare learners to address global socio-environmental challenges. To advance the diffusion of this niche innovation into general teacher education, this article offers a systematic literature review based on a qualitative analysis of 158 peer-reviewed publications on TESD research. Our results show that TESD research is a growing field characterized by five types of inquiry: designing learning environments, understanding learner attributes, measuring learning outcomes, promoting systems change, and advancing visions for the field. Major innovation potentials of TESD for more general teacher education are its emphasis on the grand socio-environmental challenges of our times, methodologies to engage with knowledge diversity (e.g., inter/transdisciplinarity), and sustainability science learning approaches (e.g., backcasting). We suggest that future work builds from this review to strengthen links between teacher education and TESD in enhancing quality education.
International Trends in Research on Environmental and Sustainability Education in Teacher Education
(2022)
Calls to reorient learning toward sustainability have gained traction in broad agendas such as the United Nations Sustainable Development Goals (SDGs), activating initiatives by national and international organizations such as UNESCO to integrate concerns for sustainability into educational practices. Specifically, teacher education (TE) has been identified as a priority action area to facilitate the mainstreaming of Environmental and Sustainability Education (ESE). This critical role stems from the notion that educating teachers on the concepts, competencies, and pedagogies related to sustainability and ESE can lead to a multiplier effect in spreading the influence of ESE and fostering greater progress toward sustainability on a societal and global level.
This has resulted in the increasing need for, and prominence of, Environmental and Sustainability Education in Teacher Education (ESE-TE). As an area of policy, practice, and research, ESE-TE focuses on the integration...