Education for sustainable development
Secondary school teacher's awareness and perception of integration
Bibliographic Data
| ID | 12306307 |
|---|---|
| Authors | Muhammad Saifullah Khalid (0000-0002-0434-4877, School of Education Shaanxi Normal University Xian China, corresponding author), QI Zhan-yong (0000-0002-5541-2729, School of Education Shaanxi Normal University Xian China), Mussarat Iqbal (0000-0003-4921-204X, School of Education Shaanxi Normal University Xian China), Samina Zamir (0000-0002-3342-6214, School of Education Shaanxi Normal University Xian China), Balqees Fatima Malik (0000-0003-3627-3329, School of Education Shaanxi Normal University Xian China) |
| Year | 2022 |
| Volume | 31 |
| Issue | 3 |
| Pages | 1515-1525 |
| Publication date | 2022-12-05 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Sustainable Development (JOURNAL) |
| Journal identifiers | ISSN: 0968-0802 • E-ISSN: 1099-1719 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/sd.2463 |
| OpenAlex | W4311617960 |
| Language | EN |
| Citations received | 14 |
| References cited | 95 |
The pursuit of education for sustainable development (ESD) integration is imperative for appraising the implications and progress of the educational plan. Teachers are critical agents in delivering sustainable development content in formal education. Consequently, understanding the teachers' perspective is necessary for integration. This study analyses teachers' insights on integrating education for sustainable development. The teachers filled out a questionnaire concerning sustainable development, and data analysis revealed that teachers have positive awareness, poor attitudes and a detrimental state of behaviour towards sustainable development. The four focus group discussions were conducted to congregate teachers' perspicacity for sustainability education integration. The participant perceived reform in student‐teacher curricula, teacher's training programs, and embedding sustainability‐related subject content as an elementary enabler. They emphasised the vitality of administrative inputs and the government's role in successful integration. Three interlocking (educative, administrative and government) dimensions were advocated for sustainability integration in the school educative process
Curriculum · Education for sustainable development · Government (linguistics · Pedagogy · Political science · Sociology · Sustainability · Sustainable development · Teacher education · Environmental Education and Sustainability · Psychology · Sustainability in Higher Education · Sustainable Building Design and Assessment
Teacher Educators as Sustainability Change Agents
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Raising pre-service English language teachers’ awareness of sustainable development goals through literary texts
A framework for measuring the implementation of the Sustainable Development Goal 4.2 (Quality Preprimary Education) at the local scale
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Teacher trainees’ awareness of the United Nations Sustainable Development Goals and self-efficacy in incorporating SDGs into teaching in Macau SAR
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(Un)Sustainable Development
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Unraveling the challenges of education for sustainable development
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The New Meaning of Educational Change
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The role of transformation in learning and education for sustainability
The Concept of Sustainable Development
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Academic staff development as a catalyst for curriculum change towards education for sustainable development
Knowledge and the Prediction of Behavior
Competencies in Education for Sustainable Development
A review of renewable energy sources, sustainability issues and climate change mitigation
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Measuring sustainable development knowledge, attitudes, and behaviors
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The concept of sustainable regional development – institutional aspects, policies and prospects
Towards a sustainable future with education
An investigation of the relationship between teachers’ expectations and teachers’ perceptions of student attributes
Teachers as role models for physical activity
Trainee teachers’ perceptions of outdoor education
On the need to repoliticise environmental and sustainability education
Analysing the construction of ‘sustainability’ in lower secondary school technology syllabi in Ireland
School staff perceptions on education for sustainability and sense of community as reflected in an elementary school culture in Israel
Teaching contributions from secondary school subject areas to education for sustainable development – a comparative study of science, social science and language teachers
Teachers’ ESD self-efficacy and practices
Teachers’ perspectives on sustainable development
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Perceived factors affecting student-teachers’ learning about social urban sustainability
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A comparison of California and Texas secondary science teachers’ perceptions of climate change
Assessment of regional development needs according to criteria based on the S ustainable D evelopment G oals in the M eta R egion (Colombia)
The role of local cultural factors in the achievement of the sustainable development goals
The Sustainability Consciousness Questionnaire
Outcome indicator development
Approaches to embedding sustainability in teacher education
A Practical Guide to Focus-Group Research
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Global Education Policies versus local realities. Insights from Uganda and Mexico
Regions and sustainable development
Comparative Assessment of Environmental Indicators of Quality of Life in Romania and Lithuania
| Unique citing works | 14 |
|---|---|
| Citations per year | 4.67 |
| Citation span | 2023 - 2026 (4) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 14 |