Teachers’ preparedness to teach environmental science in Bhutan

Abstract

Environmental science (ES) was introduced in Bhutan as an optional school subject for classes IX-XII to equip young people with the knowledge, values, and skills to protect the environment and promote sustainable and equitable use of natural resources in the pursuit of gross national happiness. Teachers are believed to play a crucial role in the effective implementation of ES, and this paper analyses Bhutanese teachers' views on how well they have been prepared to implement ES. The interview data from 14 teachers and six principals showed that limited qualifications and professional development in teaching ES have resulted in lack of confidence in teaching ES, lack of pedagogical content knowledge, and lack of clarity about the ES objectives. These results suggest integrating more knowledge about education for sustainable development (ESD) into teacher education program to adequately prepare teachers to teach ES if required and integrate ESD principles into other subjects.

Incorporating Capacity Building as a Pathway to Environmental Stewardship for Public Schools in Kenya

“…The findings in this study are however contrary to a study conducted in Malaysia which concluded that strong environmental awareness did not necessarily imply greater pro-environmental behavior (Mei et al, 2017). However, a meta-analysis study of Bhutan, Australia, and Turkey established that teachers' lack of professional development in environmental issues contributed to a lack of confidence to address environmental issues and make wise decisions on the same (Mongar, 2022;Boubonari et al, 2013;Kadji-Beltran et al, 2013). Capacity building is therefore expected to increase knowledge among teachers on environmental issues which will consequently improve their pro-environmental behavior and stewardship activities.…”

“…Capacity building entails the development of skills, attitudes, and knowledge in an individual or a workforce to boost performance and governance and ultimately achieve objectives and accomplish the mission (Castle, Tan, and LaGro, 2015;). Many studies have placed capacity building at the heart of the successful implementation of environmental stewardship programs in schools through the wholeinstitution approach (Mongar, 2022;Larri and Colliver, 2020;Alvarez-García et al, 2018;Ashmann and Franzen, 2015). As such, many studies and global conferences have emphasized the need to infuse environmental issues into pre-service as well as in-service teacher training programs (UNESCO, 2016;Álvarez-García et al, 2015).…”