Education for Sustainable Development: Experiences from Action Research with Science Teachers

EL-Deghaidy, Heba

doi:10.2478/v10230-012-0002-1

Cited by 11 publications

(5 citation statements)

References 35 publications

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“…As expected, SE produced multiple learning outcomes in instrumental learning (IL) and communicative learning (CL) that are complementary and contribute to development of sustainability competencies. This finding was consistent with TL theory [135] and with results reported in previous studies in SE [115,137]. Learning outcomes related to knowledge, skills, and cognition (IL) were more frequently reported than insights into others' values and interests (CL), and epochal TL was rare.…”

Section: Type Of Learning Outcomessupporting

confidence: 92%

“…Supplementary questions were included in the LAS to addressed concerns by Taylor and Snyder [72] that LAS does not capture how people experience TL and to reduce possible error and bias in self-reported measures of PT [114]. The questions were informed by the literature on TL and SE [115,116] and explored the incidence and type of TL, respondents' learning experience, the influence of background and contextual factors, and their capability and intended behaviour for sustainability. Detailed descriptions of instruments and questionnaires are provided in component publications [11,25,[106][107][108].…”

Section: Research Instrumentsmentioning

confidence: 99%

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The Influence of Higher Education on Student Learning and Agency for Sustainability Transition

Sidiropoulos

2022

Sustainability

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Higher education (HE) has a key role in educating graduates as decision makers and change agents; however, sustainability education (SE) remains on the fringes of mainstream curricula and conducted on an ad hoc basis. The context of this research is five connected studies that aimed to investigate the influence of SE on tertiary students’ views, knowledge, behaviour, and agency to contribute to sustainability transitions. The mixed-methods study investigated learning for sustainability by focusing on key elements of the “learning system”, namely the learner’s personal context, the teaching context (SE compared to regular education) and learning outcomes. The research was guided by a unique conceptual framework that linked theories in education and learning, environmental psychology, and sustainability transitions. The influence of educational interventions was assessed using online pre-post surveys that consisted of well-established instruments and open-ended questions. Key transversal findings are resistance to SE, converging views and attitudes towards an “anthropocentric environmentalist” perspective, limited empowerment and occasional disempowerment from SE, a focus on personal behaviour change rather than professional action/agency, and limited incidence of wider agency. Cumulative and deeper learning for sustainability occurred with repetition of SE and a greater connection to a student’s lifeworld. The current ad hoc approach to SE in HE is ineffective in creating widespread agents for change. Influences that foster transformative learning for sustainability and the development of competency and agency for sustainability are identified, and recommendations are provided for educational policy and praxis to enhance student learning and agency for sustainability transitions.

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Section: Type Of Learning Outcomessupporting

confidence: 92%

Section: Research Instrumentsmentioning

confidence: 99%

The Influence of Higher Education on Student Learning and Agency for Sustainability Transition

Sidiropoulos

2022

Sustainability

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“…We live in an age of information and knowledge which requires lifelong learning. Therefore, sustainable professional teacher development is a necessity for teachers (El-Deghaidy, 2012;Hiller & Reichart, 2017;Zhukova, 2018) because, in order to awaken studentsí interests, guide them in their efforts to construct, transform and acquire knowledge, teachers have to be well-equipped. Thus, reading functions as an effective tool that would enable teachersí sustainable professional development for their lifelong development and improvement (Bélanger and Longden 2009;Colker 2008;Watson et al 2010;Cunnigham & Stanovich, 1997).…”

Section: Discussionmentioning

confidence: 99%

“…Therefore, it is important to examine factors that could influence teachersí teaching efficacy (Kabadai . , 2015) and it was claimed to contribute to sustainable professional development of teachers, which would increase their quality (El-Deghaidy, 2012;Zhukova, 2018;Drelinga, et al, 2016). Thus, it would be possible to increase teachersí teaching efficacy.…”

Section: Introductionmentioning

confidence: 99%

Impact of Reading Frequencies and Attitudes on Early Childhood Teachers’š Teaching Efficacy for Sustainable Development

Kotaman

Balci

Aydın

2018

Discourse and Communication for Sustainable Education

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The purpose of the study is to examine the impact of early childhood teachersí reading attitudes, the total number of the books they have read about their profession, the total number of the books they have read on general topics, and their teaching experience on their teaching efficacy. Participants consist of 362 early childhood teachers from 51 different cities in Turkey. Of the 362 participants, 333 are female (91%) and 29 are male (9%). The ages of the teachers range from 21 to 50, with a mean age of 27.47. The participants responded to a personal questionnaire; Early Childhood Teachersí Teacher Efficacy Scale (ECTTES) and Reading Attitude Scale (RAS). Stepwise regression analyses for subtests CM, SE, PI, P and for total teaching efficacy indicate that reading attitude and teaching experience are significant predictors. For subtest C, reading attitude and age appear as significant predictors. For subtest IS, only reading attitude appears as a significant predictor. Accordingly, in order to improve early childhood teachersí reading attitudes, book clubs and peer reading groups are recommended.

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“…As the main target of this study is to solve a difficult issue in society, i.e. alcohol abuse, by broadening adolescentsí perceptions about alcohol and thereby possibly their forms of conduct, there seems to be close resemblance to educational action research (see SalÓte, 2008;El-Deghaidy, 2012). It is seen as an effective tool to foster reflection and visioning in education.…”

Section: Methodsmentioning

confidence: 98%

Sustainability Education Using ICT-Supported Dialogue – Towards Transforming Adolescents’ Perceptions of Alcohol in the Punjab, India

Roy

Ikonen

Kumar³

et al. 2018

Discourse and Communication for Sustainable Education

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A potential health crisis looms large in the Punjab, India where alcohol consumption has risen dramatically. Adolescents are especially vulnerable to the toxic effects of alcohol. This empirical study presents a pedagogical intervention, Children as Agents of Social Change (CASC), which aimed to raise awareness about the effects of alcohol using an ICT-supported educational dialogue among adolescent students and alcohol-experts from multiple domains. Primary data consists of pre-and post-test questionnaires from the control and experimental groups (N=379) and an interview of the teacher-in-charge of one experimental school. Results indicate that the intervention significantly improved studentsí scientific knowledge about alcohol; changed their attitudes towards media and celebrity promotion of alcohol; and enabled them to surmount the odds to spread information ñ acquired during the CASC intervention-to people outside the school, including adult drinkers. Learner-centric pedagogy combined with ICT clearly amplified transformative learning. CASC appears to be a promising approach in Education for Sustainable Development (ESD). It can be used for multiple sustainability issues.

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Education for Sustainable Development: Experiences from Action Research with Science Teachers

Abstract: This study reports on Egyptian science teachersí experiences in collective action research projects with a focus on education for sustainable development (ESD

Cited by 11 publications

References 35 publications

The Influence of Higher Education on Student Learning and Agency for Sustainability Transition

The Influence of Higher Education on Student Learning and Agency for Sustainability Transition

Impact of Reading Frequencies and Attitudes on Early Childhood Teachers’š Teaching Efficacy for Sustainable Development

Sustainability Education Using ICT-Supported Dialogue – Towards Transforming Adolescents’ Perceptions of Alcohol in the Punjab, India

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