Environmental Education to Education for Sustainable Development: Challenges and Issues

Pellaud, Francine; Ndiaye, Abdourakhmane; Khushik, Faheem; Diemer, Arnaud

doi:10.30845/ijhss.v9n1p1

Cited by 7 publications

(7 citation statements)

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“…School leaders of this study mentioned that they may not have had exposure to ESD principles and practices during their own education or professional development, resulting in a lack of familiarity with ESD and its potential benefits. Several studies corroborate with this study that school leaders must have a comprehensive awareness of sustainable development and ESD and their role in establishing sustainable schools (Ndiaye et al, 2019).…”

Section: Individual Challengessupporting

confidence: 86%

Education for sustainable development from the lenses of Malaysian school leaders: a preliminary study

Abidin

Mokhtar

Arsat

2023

AEDS

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PurposeThe issue of Education for Sustainable Development (ESD) has been on the rise in recent years, with concerns being raised by various stakeholders about its potential effects on education and the environment. However, little research has been done into school leaders' fundamental challenges in addressing ESD.Design/methodology/approachA qualitative, single-case study was embarked on to examine the experiences of Malaysian school leaders who actively engaged ESD in their schools. The data were collected by using semi-structured interviews among four school leaders in schools involved in Johor Sustainable Education Action Plan (JSEAP). A thematic analysis was used to understand the challenges and later drive the strategy used to overcome those challenges.FindingsThis preliminary study revealed that the principals perceived the ESD's four main challenges: encouraging positive thinking and passion, acquiring ESD knowledge, developing system thinking, and curriculum adaptation. Based on this study's findings, school leaders need to make concerted efforts to overcome these challenges, such as finding best practices, encompassing support systems, and exploring innovative partnerships to address ESD effectively in their schools.Research limitations/implicationsThis paper is limited to a case analysis of the selected schools and cannot be generalized to a larger population.Practical implicationsThe results of the study may be of interest to other school leaders and educators who are concerned about ESD and its role in their schools, as well as to other academics who are interested in the topic of ESD and the challenges faced by school leaders in implementing sustainable practices.Originality/valueTo the authors' knowledge, this is the first study investigating ESD challenges in the Malaysian context. The novel finding helps the readers understand the recent phenomena of ESD implementation better and, at the same time, compare it to other settings.

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Section: Individual Challengessupporting

confidence: 86%

Education for sustainable development from the lenses of Malaysian school leaders: a preliminary study

Abidin

Mokhtar

Arsat

2023

AEDS

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“…Bearing in mind the emphasis and the need to comply with SDG, the literature (Cassells and Lewis, 2011; Williams and Schaefer, 2013) points to the fact that values (and education) are an explanatory variable for the creation and promotion of sustainable environmental practices. When considering environmental education as a project that directs its concern to society (Ndiaye et al , 2019), the implementation of programs that promote this form of education will bring greater awareness of the environment, personal skills and values, that is: there is no pro-environmental education without values education. In addition, a certain collective conscience for solving current and future problems will enable the achievement of the SDGs.…”

Section: Discussionmentioning

confidence: 99%

“…According to Bonotto (2008) and Ndiaye et al (2019), an environmental education project aimed at the formation of values is based on the interaction of three dimensions: affectivity, cognition and action. The first concerns the ability to identify feelings and to get involved, as well as the individual aesthetic experience.…”

Section: Environmental Education and Valuesmentioning

confidence: 99%

Environmental values and education in Spanish universities: a questionnaire validation

Margaça

Sánchez-García

Sánchez

et al. 2023

IJSHE

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Purpose To protect the environment and society, research on responsible behavior and personal values has increased. Values have been identified as important for understanding and predicting environmental preservation behaviors. The purpose of this study is to analyze the validity and reliability of the Environmental Portrait Value Questionnaire in the Spanish context. Design/methodology/approach The new version of this questionnaire was administered to 742 university students (46.4% male and 53.6% female) from 16 regions in Spain. Findings The results of adapting and testing the instrument’s psychometric properties were consistent with accepted criteria for validity and reliability. Therefore, this updated and contextualized instrument has the potential to contribute to academic advances in the sense of expanding the empirical practice of studying environmental values. Fifteen items from the original version were retained, grouped into four factors as in the original version: Altruistic – five items; Egoistic – four items; Biospheric – three items; and Hedonic – three items. The final version showed adequate fit indices and reliability measures. Originality/value This instrument is a powerful resource for the Spanish academic community because using this application it will be possible to assess the degree of commitment of young adults to the goals of sustainability and environmental protection.

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“…Furthermore, university educators have expressed a general lack of understanding of the meaning, context, requirements, implementation, and limitations of ESD (Rieckmann, 2019). The environmental dimension is often the most common starting point in ESD, as demonstrated by Pellaud et al, (2019). When the process of incorporating the idea of sustainability into courses began with environmental considerations, teacher educators could develop their courses to address the economic and socio-cultural aspects of sustainability.…”

Section: Implementation Of Esd: a Challenging Situationmentioning

confidence: 99%

Challenges of Implementing Education for Sustainable Development: University Teachers’ Perspectives

PJE¹

2023

PJE

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There have been proven and successful developments in the field of Higher Education for Sustainable Development over the past 15 years (Leal Filho et al., 2017). Universities, in particular, are essential to achieving the SDGs that equip the next generation with knowledge, and enable them to address sustainability challenges (Avila et al., 2017). In this regard, teacher educators also play their role and use their expertise to train pre-service teachers to adopt sustainable practices. Research has also highlighted that teacher educators face numerous challenges in developing knowledge of sustainability among pre-service teachers. Through a qualitative approach, using semi-structured interviews and thematic analysis procedures, this study explored the viewpoints of twenty-two teacher educators from eight public sector universities in Punjab. The findings indicated that teacher educators face many challenges including lack of commitment from students, lack of support from management, lack of time and lack of instructional resources, narrow-focused courses while integrating sustainability knowledge among pre-service teachers.

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Environmental Education to Education for Sustainable Development: Challenges and Issues

Cited by 7 publications

References 0 publications

Education for sustainable development from the lenses of Malaysian school leaders: a preliminary study

Education for sustainable development from the lenses of Malaysian school leaders: a preliminary study

Environmental values and education in Spanish universities: a questionnaire validation

Challenges of Implementing Education for Sustainable Development: University Teachers’ Perspectives

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