Implementing Education for Sustainable Development in Namibia: School Teachers’ Perceptions and Teaching Practices
By E. O. Anyolo, Sirpa Kärkkäinen, Tuula Keinonen. Journal of Teacher Education for Sustainability, 2018
111 citations recorded by the source corpus.
Abstract Education for Sustainable Development (ESD) has been viewed as education that helps people develop the attitude, skills, and knowledge to make well-informed decisions for the benefit of the present and future generations. It aims at providing quality education through shared understanding and multi-disciplinary approaches in meeting the developmental and environmental apprehension for a sustainable future. Many theorists envisaged ESD as enhancing active involvement of learners both in school and out of school learning initiatives to acquire knowledge about sustainable development issues. The present paper discusses Namibian school teachers’ (n=9) perceptions of ESD and the teachers’ teaching practices using a qualitative-explorative study design. The data were gathered through two semi-structured interviews and lesson observations. The findings have revealed that senior secondary school teachers perceive ESD in terms of knowledge acquisition about the environment in order to use its resources sustainably for the benefit of future generations. The study has also revealed that teachers have positive sentiment toward the inclusion of ESD into the senior secondary school curriculum. Following this, they suggested that ESD should be either implemented as an independent subject or integrated with other existing subjects as a multi-disciplinary subject.
Subfields: Education, Management, Monitoring, Policy and Law
View Paper: https://www.semanticscholar.org/paper/492b4fa8763154c122433be0983925ad491ba626
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In Education
- Peter Van Petegem
- P. Azcárate
- E. García-González
- Rocío Jiménez-Fontana
- Vincent Donche
- Jelle Boeve-de Pauw
In Management, Monitoring, Policy and Law
Citations in the corpus
- Designing Powerful Learning Environments in Education for Sustainable Development: A Conceptual Framework (2019, background): “Taking responsibility for their own learning makes them act effectively in dealing with SD issues [59].”
- Education for Sustainability and the Sustainable Development Goals: Pre-Service Teachers’ Perceptions and Knowledge (2020, methodology): “Teachers’ perceptions of EfS contribute significantly to how they teach and prepare their students for the future [12].”