Purpose This study aims to investigate United Arab Emirates University (UAEU) students’ knowledge, attitudes and behaviors toward education for sustainable development (ESD) and the environment. Several independent variables (i.e. students’ gender, nationality, college, academic level and grade point average [GPA]) were also considered. Design/methodology/approach This study was descriptive in nature, and the data were obtained using a cross-sectional survey. A total of 823 participants responded to an e-education for sustainable development survey. Several data analysis procedures were used, including descriptive analyses, analyses of variance and t-tests. Findings The study revealed that the UAEU students showed a high level of understanding, very strong positive attitudes and moderate positive behavior toward ESD and the environment. Findings associated with students’ gender, nationality, college, academic level and GPA were also reported and discussed. Research limitations/implications First, the participating students came from one public university. Although this university is a major university in the nation, further studies should include samples from other public and private institutions. Second, this study did not examine the correlation among the three main components: knowledge, attitude and behavior. Thus, similar to other previous studies, the correlations among these three components should be investigated. Third, this study used previous research findings in the areas of ESD, SD and environmental education (EE) because they all relate to each other and ESD is currently the active trend in the field. Originality value No previous ESD studies have been conducted in the United Arab Emirates (UAE), although the country is working hard to support ESD and SD. Therefore, this study explored the current education levels with regard to SD and sustainability knowledge, attitudes and behavior of tertiary students in the UAE. In addition, previous studies have clearly recommended investigating the status of EE and ESD in younger generations, especially those with higher education levels, because they are the agents of change, and they will be affected by the environmental problems that are being created by present human activities.

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This research investigated Grades 5 and 6 science workbooks for the degree to which they promote scientific inquiry abilities, opportunities that students had to acquire these abilities and the obstacles hindering students from implementing them. A document review technique and a constant comparative method were applied sequentially. A total of 58 instigative logs were scrutinized. Findings revealed that while the activities allowed students to use appropriate techniques and tools to collect and interpret data, and use their inquiry abilities related to implement investigation plans, they did not allow students real opportunities to formulate questions, plan for simple investigations, write conclusions, or communicate investigations. A total of 15 Grade 5 and 6 science teachers were asked to report their perceptions of the students' role in implementing identified abilities. A one-way analysis of variance revealed that there was a significant difference between students who individually implemented the inquiry abilities and students who were supported by the teacher or by other students. Obstacles that hindered students from implementing identified inquiry abilities included teachers' intensive supports, students' limited background or skills, and materials and instrument shortages. The study concluded with recommendations for policy, practice, and future research.

The purpose of this study was to examine science students' and teachers' views of the provision and implementation of inquiry-based instruction in UAE secondary school science classes. Two instruments were developed and validated to collect participants' views of the provision and practice of inquiry-related activities. The findings suggested that both students and teachers believed that the curriculum materials lend themselves to supporting inquiry instruction, judging by the relatively high mean scores for both groups of participants with regard to the provision of inquiry activities, as described by the essential features of inquiry-based instruction. However, compared with their students, science teachers showed a statistically significant higher mean score with regard to the provision of curriculum materials in supporting implementation of inquiry instruction and a lower mean score with regard to the provision of integrated science processes in curriculum materials. Other similar trends were also detected, with teachers reporting statistically significant higher mean scores than their students with regard to opportunities to plan investigations, ask questions during instruction and use of science process skills. Demographic variables of gender, teaching experience and subject taught showed no impact on teachers' views. Challenges and obstacles that are likely to impede inquiry-based instruction were also identified.

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