Citizenship education for environmental sustainability in Lebanon: public school teachers’ understandings and approaches

Ghosn-Chelala, Maria; Akar, Bassel

doi:10.1080/13504622.2021.1879024

Cited by 10 publications

(3 citation statements)

References 42 publications

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“…In Lebanon, teachers are committed to environmental sustainability, but pedagogical approaches and policies fall short in promoting environmental citizenship in schools [17]. The lack of qualified teachers and the need for curricular reform highlight the urgent need for government intervention in environmental education.…”

Section: Introductionmentioning

confidence: 99%

Navigating Educational Pathways for Sustainable Development: A Comparative Analysis of ALECSO and UNESCO in The Arab Region

Elamin

2023

ijmst

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This comparative analysis delves into the educational strategies for sustainable development as employed by ALECSO and UNESCO within the Arab region. The study utilizes a mixed methods approach to dissect and compare the educational policies, strategies, and initiatives implemented by these two prominent organizations. Central to this examination is the contrast between ALECSO’s region-specific strategies, which are intricately designed to resonate with the cultural, political, and social fabric of the Arab world, and UNESCO’s more globally oriented approach, which is characterized by its adherence to international standards and norms. One of the study's critical arguments is the varying effectiveness of regionally tailored strategies versus globally standardized approaches in addressing the unique educational needs and sustainability goals of the Arab region. This is particularly evident in the way ALECSO’s initiatives are closely aligned with local contexts, possibly offering more practical and culturally sensitive solutions. In contrast, UNESCO’s strategies, while globally comprehensive, might not fully address specific regional nuances. The research further critiques the impact and effectiveness of the programs initiated by both organizations. This aspect is crucial in highlighting the strengths and weaknesses inherent in their respective approaches to promoting sustainable development through education. The study identifies key areas where ALECSO and UNESCO have succeeded, as well as areas where improvements are necessary. This critical assessment provides a nuanced understanding of how each organization contributes to the development of sustainable educational practices within the Arab region. Emphasizing the significance of contextually relevant educational strategies, the study advocates for adaptive and collaborative policymaking. This approach is posited as essential for enhancing the efficacy of future educational strategies for sustainable development, particularly in regions with distinct cultural and socio-political contexts like the Arab world. The findings of this study have broader implications, contributing significantly to the discourse on sustainable development in education. By offering in-depth insights into the roles and contributions of ALECSO and UNESCO, the study underscores the importance of aligning educational strategies with regional needs while also considering global sustainability goals.

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Section: Introductionmentioning

confidence: 99%

Navigating Educational Pathways for Sustainable Development: A Comparative Analysis of ALECSO and UNESCO in The Arab Region

Elamin

2023

ijmst

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“…Responding to environmental problems can be done with a pre-disaster approach through environmental education in schools at all levels of education from basic education to higher education. Although the current practice of teachers and students has encouraged a commitment to care for the natural environment, it is not sufficient to raise awareness of environmental citizenship, such as encouraging critical involvement and democratic processes in preventing and solving environmental problems (Ghosn-Chelala & Akar, 2021;Kirsop-Taylor et al, 2020). Four pedagogical aspects are problematic in Indonesia and many other developing countries, namely that they still dominate the ongoing rote learning; focus on transmitting facts; the gap between environmental awareness and knowledge on the one hand and pro-environmental behavior on the other; and the effects of learned helplessness and apathy (Parker & Prabawa-Sear, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…Using problem-based pedagogy in complex socio-ecological interdisciplinary learning can introduce students to deep and reflective political understanding and encourage students as agents of change in preparing the next generation of critical environmental problem-solving (Kirsop-Taylor et al, 2020). There are several obstacles in environmental education, including stagnant curricular reform, restrictions on topics that teachers must discuss, limited access to the latest information, and extracurricular activities that are less critical (Ghosn-Chelala & Akar, 2021). In dealing with and responding to ecological crises, educators are often hindered by time constraints, professional demands, and a lack of guidance on success (Verlie et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Responses to the Socio-Ecological Crisis: Perceptions of In-Service Teacher

Gunansyah

Ariadi²,

Budirahayu³

2022

JERE

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The teacher's response to the problem of the socio-ecological crisis becomes important and urgent as an effort to increase teachers' sensitivity, willingness and ability to identify potential and socio-ecological problems that exist in the school environment and the surrounding area.Therefore, this study aims to analyze how teachers participating in in-service teacher training, called Teacher Professional Education (PPG), perceive socio-ecological issues. This study aims to analyze the teacher's perception of the socio-ecological crisis. This study uses a quantitative analysis approach with a survey method. The population in this study were 102 teachers participating in the Teacher Professional Education Program (PPG) primary school teacher training program, with a sample of 96 people. Data collection uses a questionnaire with an electronic google form format. The data analysis technique used descriptive statistics. The research results on teacher perceptions support the inclusion of socio-ecological crisis material in environmental learning in schools and PPG in in-service teacher training positions. In conclusion, although teachers still practice caring and environmentally friendly habits in schools, teachers have paid attention to the importance of critical environmental learning, outdoor learning, collective, and environmental problems in preventing and overcoming socio-ecological. The implication is that teachers are expected to gain many dimensions and critical environmental perspectives in responding to social-ecological problems.

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The Anthropocene as an Educational Challenge: A Meta-synthesis on Sustainability and Citizenship Studies

Calvano,

Pastore

2024

Educational Research and the Question(s) of Time

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Citizenship education for environmental sustainability in Lebanon: public school teachers’ understandings and approaches

Cited by 10 publications

References 42 publications

Navigating Educational Pathways for Sustainable Development: A Comparative Analysis of ALECSO and UNESCO in The Arab Region

Navigating Educational Pathways for Sustainable Development: A Comparative Analysis of ALECSO and UNESCO in The Arab Region

Responses to the Socio-Ecological Crisis: Perceptions of In-Service Teacher

The Anthropocene as an Educational Challenge: A Meta-synthesis on Sustainability and Citizenship Studies

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