Teachers’ perspectives on sustainable development: the implications for education for sustainable development

Ferguson, Therese; Roofe, Carmel; Cook, Loraine D.

doi:10.1080/13504622.2021.1921113

Cited by 56 publications

(38 citation statements)

References 27 publications

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“…Overall, the results are consistent with the literature, which shows that despite note being able to provide clear examples of teaching sustainability, teachers are aware of environmental problems, and that they tend to focus on system thinking and citizen participation [25][26][27][28].…”

Section: Attitudes and Beliefssupporting

confidence: 88%

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Teacher Views on Teaching Sustainability in Higher Education Institutes in Australia

et al. 2022

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Higher education for sustainable development (HESD) plays a key role in achieving the United Nations’ 17 Sustainable Development Goals (SDGs). This research study specifically examined HESD in terms of eLearning initiatives in Australian private higher education providers from the perspective of teachers. A qualitative structured interview method was adopted wherein 10 teachers were interviewed in order to gain an understanding of their general knowledge of HESD, their attitudes and experience towards HESD, their teaching practices related to HESD, and their understandings of strategy as well as planning initiatives for their institution. The main findings suggest that (1) teachers in private higher education providers tend to have a limited knowledge of sustainability concepts and limited experience in teaching sustainability; (2) eLearning can be a valuable approach in teaching sustainability, but this approach presents teachers with challenges such as student engagement; and (3) private higher education providers require proper resources and governance frameworks in order for any sustainability initiative to be successful. This research highlights the resourcing aspect of private higher education providers in training staff, developing learning materials, and developing practical guidelines to achieve the SDGs by 2030.

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Section: Attitudes and Beliefssupporting

confidence: 88%

“…In particular, teachers' attitudes towards sustainable development have significantly increased since 2007 [27] and were higher still in 2019. Teachers' attitudes to sustainable education tend to focus on system thinking and citizen participation [28].…”

Section: Sustainable Education and Teacher Perspectivementioning

confidence: 99%

Teacher Views on Teaching Sustainability in Higher Education Institutes in Australia

et al. 2022

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“…Basic education about the climate crisis, especially in developing countries, will need to be prioritized as well (Rousell and Cutter-Mackenzie-Knowles, 2020). The transition to sustainable development starts with pedagogical strategy and teacher training involving an Education for Sustainable Development program that emphasizes a concordant balance between societal, economic, and environmental imperatives (Ferguson et al, 2021).…”

Section: The Past: What Is Known?mentioning

confidence: 99%

School attendance and school absenteeism: A primer for the past, present, and theory of change for the future

et al. 2022

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School attendance and school absenteeism have been studied for over a century, leading to a rich and vast literature base. At the same time, powerful demographic, climate, social justice/equity, and technological/globalization forces are compelling disparate stakeholders worldwide to quickly adapt to rapidly changing conditions and to consider new visions of child education for the next century. These overarching forces are utilized within a theory of change approach to help develop such a vision of school attendance/absenteeism for this era. This approach adopts key long-range outcomes (readiness for adulthood for all students; synthesized systemic and analytic approaches to school attendance/absenteeism) derived from thematic outputs (reframing, social justice, and shared alliances) that are themselves derived from contemporary inputs (movement of educational agencies worldwide toward readiness for adulthood, technological advances, schools, and communities as one). As with theory of change approaches, the purpose of this discourse is not to provide a roadmap but rather a compass to develop multi-stakeholder partnerships that can leverage shared resources and expertise to achieve a final mutual goal.

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“…Al mismo tiempo, los actuales planes y programas de pedagogía deberían considerar la educación ambiental como elemento clave, para que los maestros en formación puedan transmitir el interés por los problemas del medio ambiente a sus futuros alumnos. Para ello, no obstante, se necesitan "acciones pedagógicas específicas e intencionales, enfoques que combinan la teoría y la práctica en la formación de docentes" (Ferguson et al, 2021(Ferguson et al, , p. 1356, todo lo cual permitirá construir sociedades comprometidas con su entorno y con quienes las rodean.…”

Section: Discusión Y Conclusionesunclassified

Estudio sobre la relación entre conciencia ambiental y empatía en futuros docentes chilenos

Lira

Peña

Falcone

2022

RAE

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La presente investigación cuantitativa analiza la relación existente entre las variables de conciencia ambiental y empatía en docentes en formación. La muestra está compuesta por 150 estudiantes de último año de tres carreras de pedagogía, quienes cursaban sus titulaciones en dos universidades chilenas. Los participantes cumplimentaron dos instrumentos de autoinforme, cuyos resultados revelaron que no existe una relación significativa entre ambas variables, aunque —por sí solas— evidencian que los maestros en formación poseen niveles intermedios y altos de empatía y conciencia ambiental. Estos hallazgos permiten orientar futuras investigaciones respecto de ambos temas, considerando el papel que tiene la formación inicial docente en la educación sobre el cuidado del medio ambiente y la empatía hacia él.

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Teachers’ perspectives on sustainable development: the implications for education for sustainable development

Cited by 56 publications

References 27 publications

Teacher Views on Teaching Sustainability in Higher Education Institutes in Australia

Teacher Views on Teaching Sustainability in Higher Education Institutes in Australia

School attendance and school absenteeism: A primer for the past, present, and theory of change for the future

Estudio sobre la relación entre conciencia ambiental y empatía en futuros docentes chilenos

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