Pendidikan alam sekitar bukanlah sekadar ilmu pengetahuan yang perlu disampaikan, tetapi dijadikan sebagai suatu gaya hidup yang lengkap. Walaupun terdapat tindakan undang-undang serta inovasi teknologi untuk menyelesaikan masalah berkaitan alam sekitar, namun masih kurang memberikan kesan memandangkan masalah yang timbul ini berakar umbi daripada sikap dan tingkah laku manusia. Kajian kes ini bertujuan meninjau tahap amalan kelestarian alam sekitar guru prasekolah Kementerian Pendidikan Malaysia di daerah Kanowit, Sarawak. Dua objektif utama kajian ini ialah untuk mengenal pasti tahap amalan kelestarian alam sekitar guru prasekolah, serta membuat perbandingan terhadap amalan kelestarian alam sekitar guru prasekolah semasa di rumah dan di tempat kerja. Responden kajian melibatkan semua guru prasekolah Kementerian Pendidikan Malaysia di daerah Kanowit, Sarawak seramai 40 orang guru prasekolah. Data dikumpul menggunakan borang soal selidik dan dianalisis berdasarkan peratusan kekerapan amalan kelestarian bagi lima kategori amalan kelestarian alam sekitar iaitu amalan 3R (reduce, reuse, recycle), amalan penggunaan produk mesra alam, amalan penggunaan tenaga, amalan penjimatan air dan amalan kemudahan pengangkutan. Hasil kajian mendapati kekerapan amalan kelestarian alam sekitar guru prasekolah rendah belum mencapai tahap memuaskan. Selain itu, perbandingan antara amalan kelestarian alam sekitar guru semasa di rumah dan di sekolah didapati mempunyai perbezaan peratusan yang kecil. Oleh itu, usaha melestarikan alam sekitar melalui pendidikan memerlukan lebih penekanan kepada amalan yang konsisten dan berterusan. Usaha yang bermula seawal peringkat prasekolah merupakan salah satu pelaburan terbaik yang mampu membentuk sebuah masyarakat lestari pada masa hadapan. Kata kunci: alam sekitar, amalan kelestarian alam sekitar, guru prasekolah, pendidikan alam sekitar, pendidikan awal kanak-kanak, prasekolah
Teacher education is accountable for ensuring that all students acquire the knowledge and skills required to promote sustainable development, primarily via education for sustainable development (ESD). However, most of the research on ESD in teacher education focuses on specific education courses and countries. Thus, this review systematically explores global trends in ESD research within teacher education. Based on two databases, Web of Science and Scopus, 27 publications were retrieved from 2013 to 2022 using the SLR methodology and further analysed using the PRISMA method to obtain the main themes. First, the significant findings portrayed that ESD integration does not have any boundaries between fields. Second, the evidence demonstrates that ESD is integrated using various expanding strategies and methods into teacher education across nations and programmes. Third, by understanding the existence of various variables, actions and measurements may be performed before or after the incorporation of ESD into teacher education curricula in connection to the availability of external factors that may impact ESD implementation. These three findings indicated that there are still research gaps concerning ESD in teacher education to be explored. In conclusion, this study is beneficial for practitioners in evaluating which ESD approach is currently being used and in identifying ESD-related research needs in teacher education. In order to achieve the Sustainable Development Goals (SDGs) by 2030, the enhancement of ESD in teacher training institutions might lead to a new vision of education.
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