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.
PurposeThis paper aims to understand the development track of skills mismatch research and discover the hidden internal connections between literature.Design/methodology/approachThe authors gathered data through scientometric quantitative analysis using CiteSpace. Specifically, this article applied basic analysis, journal cocitation analysis (JCA), author cocitation analysis (ACA) and document cocitation analysis (DCA), cluster analysis, citation burstness detection, scientific research cooperation analysis and coconcurrence analysis of keywords of 3,125 documents from Web of Science core collections for the period 2000–2020.FindingsThrough the document cocitation analysis and the keywords' co-occurrence, this article identifies influential scholars, documents, research institutions, journals and research hotspots in research on the skills mismatch phenomenon. The results showed that the publications had ballooned, and the phenomenon has become an interdisciplinary research subject. The USA and Finland remain the main contributors, which is attributed to their high-yield institutions such as the University of Helsinki, the University of Witwatersrand, the University of Washington and so on. While the African continent lacks research on skills mismatch even with the continent’s effort to overcome such a crucial issue. The paper presents an in-depth analysis of skills and educational mismatch issues to better understand the evolutionary trajectory of the collective knowledge over the past 20 years and highlight the areas of active pursuit.Research limitations/implicationsThe authors only used Web of Science core collection to collect data; however, they can added Scopus indexed database as well to extend the research trends and explore more new research hot topics to solve the skills mismatch phenomenon.Originality/valueThe scientometric analysis is of great significance for identifying the potential relationship between the literature and investigating the knowledge evolution of skills mismatch research. Organisation for Economic Co-operation and Development, the International Labor Organization and the World Health Organization are the giants who are mostly concerned of the mismatch skills phenomenon. Researchers can refer to this study to understand the status quo, gaps and research trends to deal with the skills mismatch issue.
Due to globalization, developing countries' companies have a growing need for creative thinking. Consequently, education systems should adjust to societal requirements and improve learning outcomes by incorporating teaching approaches that encourage creative thinking. A study involving eighteen public elementary school teachers (ESTs) aimed to identify their viewpoints regarding enhancing creative thinking and the roles played by home and school environments in developing students' potential for creativity. The study uncovered seven themes, including the importance of creative thinking, the roles of teachers and the curriculum, teaching methods, challenges faced in implementation, the school environment, and the role of education department in promoting creative thinking. While acknowledging the importance of creative thinking, teachers lacked the essential skills to promote it efficiently. Additionally, creative thinking promotion in schools and the curriculum was inadequate. To address this issue, it is essential to train teachers, equip schools with appropriate resources, and enhance the curriculum to foster creative thinking in students.
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