Education, gender and sustainable development: a theoretical analysis from equity and innovation

Yosleidy Maivelin Yosleidy Maivelin and Francis Soledad Saavedra Peña
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Yosleidy Maivelin Yosleidy Maivelin: Universidad Bicentenaria de Aragua
Francis Soledad Saavedra Peña: Universidad Bicentenaria de Aragua

Journal of Gender, Diversity & Society, 2024, vol. 2, issue 2, 46-56

Abstract: Sustainable development is not just a global goal, but an urgent need to ensure an equitable and habitable future for all people. This article reflects on the fundamental role of education and gender equity in building more just and sustainable societies. From Paulo Freire's liberating education to Jürgen Habermas' theory of communicative action, approaches that promote critical thinking and social participation as key tools for change are analyzed. Evidence shows that when women have access to education, resources and economic opportunities, communities prosper and sustainable development models are strengthened. However, there are still structural barriers that limit these advances. In this sense, education must go beyond the transmission of knowledge; it must be a vehicle for social transformation, justice and equity. Betting on inclusive and participatory education is betting on a world in which sustainability is not just an ideal, but a shared reality. Because only through equity and knowledge can we build a future where no one is left behind.

Keywords: Sustainable Development; socioeconomic development; educational programs; sustainability; Communicative Action; education (search for similar items in EconPapers)
Date: 2024
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Persistent link: https://EconPapers.repec.org/RePEc:cvp:jogedi:v:2:y:2024:i:2:id:64

DOI: 10.69821/JoGEDIS.v2i2.64

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