Despite advances on the global Education for Sustainable Development (ESD) agenda, school leaders continue to confront challenges in implementing ESD in formal educational systems. The challenges staged from the ESD program's establishment until the ESD activities' enrichment. This study aimed to identify the ESD challenges as addressed in other studies. A scoping review was conducted as the methodology to discover the challenges. Articles were retrieved from four databases between 2014 and 2021, yielding a corpus of 67 articles that were synthesized systematically using Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews (PRISMA-ScR). The results present the multiple forms of challenges in ESD and are themed into two factors, (1) Intrinsic factor and (2) Extrinsic factor. The ESD challenges for intrinsic factors further developed three sub-groups of the challenges, (1) being a change agent and a visionary leader, (2) acquiring a high level of knowledge in ESD, and (3) having a high confidence level of robust decision-making. The extrinsic factor synthesized all other challenges of ESD that resulted from non-individual and the education system derivative challenges. Identification of ESD challenges will help school leaders and policymakers to manage and recontextualize ESD programs in a direction that positively favors stakeholders involved in ESD.
Global warming is probably the greatest threat of this century. Several developed and developing countries have taken important measures to reduce its adverse effects, including greening their Higher Education Institutions (HEIs) curricula. However, Sub Saharan African countries are left behind to that effect, despite the fact that people in these countries are the greatest recipients of the global warming harmful consequences. The goal of this research therefore, is to investigate the suitable competencies in technical sustainability for incorporation into Higher National Diploma electrical/electronic engineering curriculum in Nigeria. The authors used mixed-method approach employing sequential exploratory design in the study. In the qualitative phase, we analyzed documents consisting of 10 journal articles and 3 skills standards, as well as conducted a total of 10 interviews with experts. Also, we carried out 3 rounds of modified Delphi survey using 28 participants to ascertain the appropriateness of the competencies suitable for infusion into the said curriculum. The study discovered competencies suitable for incorporation into the curriculum which include cognitive-related competencies in clean energy, eco-design, and R&D; psychomotor-related competencies in sustainable production, waste-to-energy-technology, communication/ICT, and use of modern engineering software tools; and affective values related to engineering ethical responsibility, occupational health and safety, cooperation/teamwork, and equity. We analyzed only 13 documents, conducted 10 interviews, and administered questionnaires in 3 rounds of Delphi survey technique to 28 experts in only one geo-political zone of the country. Thus, conclusions derived from these sources rely on the genuineness of the information provided by the participants. The findings provided the researchers, accreditation bodies as well as curriculum developers with competencies in technical sustainability in the events of curriculum upgrade or renewal to integrate technical sustainability. The findings are the results of triangulated data elicited theoretically and empirically.
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