Education for sustainable development: Secondary school teacher's awareness and perception of integration

Abstract

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.

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