Developing ESD-specific professional action competence for teachers: knowledge, skills, and attitudes in implementing ESD at the school level

Brandt, Jan-Ole; Barth, Matthias; Hale, Annie; Merritt, Eileen G.

doi:10.1080/13504622.2022.2064973

Cited by 6 publications

(5 citation statements)

References 67 publications

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“…Sustainability education ensures knowledge of the natural environment and its interaction with society. Derived from this knowledge, a personal bond, which directs the autonomous will to care for the environment and contribute to sustainable socioeconomic development, is achieved, from both an ethical and professional point of view [44]. One way to accomplish this outcome is providing landscape education from a sustainability approach, but empirical experiences in the matter and the literature on this topic have remained sparse [45,46].…”

Section: Discussionmentioning

confidence: 99%

Sustainability Education for Trainee Teachers: Landscape and Mirror Classes as Educational Tools

Martínez-Hernández,

Robles-Moral

2023

Sustainability

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Under the sustainability education paradigm, the landscape has a key role as an identity object of study in the interaction between nature and society. This research is motivated by a practical experience with trainee teachers on the systematized analysis of local degraded landscapes in Spain. This study is based on environmental, sustainability, and global citizenship literacies—the guarantors of sustainability education. A mirror class methodology was implemented with the objective of evaluating the effectiveness of sustainability learning and the influence of students’ personal factors. A quasi-experimental methodology was followed through a didactic and statistical analysis of student reports and a validated questionnaire. The findings reveal a 2.9/4 global didactic evaluation, one that is higher in didactic tasks and lower in comparative ones, and a statistically significant learning acquisition of +0.8. The results suggest that the study of local landscapes captures interest and mirror classes bring distant realities closer, thus achieving a successful eco-social education and didactic transfer.

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Section: Discussionmentioning

confidence: 99%

Sustainability Education for Trainee Teachers: Landscape and Mirror Classes as Educational Tools

Martínez-Hernández,

Robles-Moral

2023

Sustainability

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“…This research points to the necessity for a single model of ESD competencies as a requirement in teacher training. Brandt, Barth, Hale, and Merritt (2022) highlighted the importance of equipping teachers with the competencies to lead societal transformation towards sustainability. Sustainable development is highly relevant in today's world, and education plays a critical role in promoting sustainability.…”

Section: Literature Reviewmentioning

confidence: 99%

“…The research focuses on the specific context of public schools in Karachi and examining the effectiveness of professional development programs in empowering teachers for sustainable development. Their study on ESD-specific professional action competence in teacher education programs shows the critical role of personal, professional, social, and structural connections in achieving intended learning outcomes (Brandt et al, 2022). Jollands, Stupans, and O'Connell (2022) propose a conceptual framework for sustainable change in teaching and learning, emphasizing collaboration between change managers and stakeholders, systematic consideration of variables, and the selection of effective change strategies (Fayyaz, Lashari, Channar, et al, 2023).…”

Section: Literature Reviewmentioning

confidence: 99%

Exploring Teachers' Perceptions and Practices in Education for Sustainable Development (ESD) in Public Schools of Karachi

Shakir,

Naz,

Ahmed

2024

Pak. J. Humanit. Soc. Sci

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The research focuses on the key role of teachers in incorporating SDGs into the curriculum and teaching students to deal with global challenges such as climate change, poverty, and sustainable living. Utilizing a quantitative approach, data were collected from a sample of 100 teachers using a survey method. This research focused on the integration of ESD, the challenges faced by the teachers, and the effect of professional development programs (PDPs) to make the teachers capable of working towards sustainability. The data analysis was done by performing one-sample T-tests to find out the teachers' beliefs and attitudes towards the integration of ESD and Chi-square tests to explore the relationship of the perceived barriers or facilitators and the ESD integration. Correlation analysis showed strong associations between age and ESD understanding being among the key findings. The results showed that teachers have a good grasp of the core ESD concepts and, moreover, they expressed the assurance in the integration of sustainability principles into their teachings. The study demonstrates the key role that teachers play in dynamic the growth of a sustainable development and emphasizes the point that teachers should be given access to the necessary knowledge, skills, and resources so as to create a more sustainable future for the learners and community. Recommendations include ESD to be integrated into the curriculum, professional development programs for teachers, funding provision to facilitate ESD initiatives, encouraging the community to be involved in the process, and advocating for supportive policies from the government. Future research might focus on the long term impact of ESD integration on student achievements, and develop innovative strategies for overcoming the obstacles to the successful implementation of sustainable development programs in public schools.

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“…ESD enables people to gain the knowledge, values, and abilities necessary to participate in decisions about how to conduct work individually and in groups that will improve the quality of life both locally and internationally; this has been the subject of extensive research and is well-documented. From the definition of ESD [4][5][6][7][8], policy [9][10][11], curriculum [12][13][14][15], and theory [16][17][18][19] to the present day. This bibliometric analysis is a research project that examines the scientific output on the topic in order to determine a research path and strategy for the future.…”

Section: Introductionmentioning

confidence: 99%

Education for Sustainable Development in Secondary School: A Review and Bibliometric Analysis

Ismail,

Riandi,

Kaniawati

et al. 2024

KSS

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Education for sustainable development (ESD) should be implemented at all levels of education, including secondary schools. This article aimed to give a thorough bibliometric assessment of the literature on “education for sustainable development in secondary schools.” The article was discovered in the Scopus database. The Scopus database reviewed in this study yielded 100 papers from 1998 to 2022. The VOS viewer software was then used to organize, classify, and visualize the selected references. Overall, this evaluation serves as a good starting point for more research into secondary school “education for sustainable development.” Keywords: education for sustainable development, secondary school. a review, bibliometric analysis

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Developing ESD-specific professional action competence for teachers: knowledge, skills, and attitudes in implementing ESD at the school level

Cited by 6 publications

References 67 publications

Sustainability Education for Trainee Teachers: Landscape and Mirror Classes as Educational Tools

Sustainability Education for Trainee Teachers: Landscape and Mirror Classes as Educational Tools

Exploring Teachers' Perceptions and Practices in Education for Sustainable Development (ESD) in Public Schools of Karachi

Education for Sustainable Development in Secondary School: A Review and Bibliometric Analysis

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