Education for sustainable development from the lenses of Malaysian school leaders: a preliminary study

Abstract

PurposeThe issue of Education for Sustainable Development (ESD) has been on the rise in recent years, with concerns being raised by various stakeholders about its potential effects on education and the environment. However, little research has been done into school leaders' fundamental challenges in addressing ESD.Design/methodology/approachA qualitative, single-case study was embarked on to examine the experiences of Malaysian school leaders who actively engaged ESD in their schools. The data were collected by using semi-structured interviews among four school leaders in schools involved in Johor Sustainable Education Action Plan (JSEAP). A thematic analysis was used to understand the challenges and later drive the strategy used to overcome those challenges.FindingsThis preliminary study revealed that the principals perceived the ESD's four main challenges: encouraging positive thinking and passion, acquiring ESD knowledge, developing system thinking, and curriculum adaptation. Based on this study's findings, school leaders need to make concerted efforts to overcome these challenges, such as finding best practices, encompassing support systems, and exploring innovative partnerships to address ESD effectively in their schools.Research limitations/implicationsThis paper is limited to a case analysis of the selected schools and cannot be generalized to a larger population.Practical implicationsThe results of the study may be of interest to other school leaders and educators who are concerned about ESD and its role in their schools, as well as to other academics who are interested in the topic of ESD and the challenges faced by school leaders in implementing sustainable practices.Originality/valueTo the authors' knowledge, this is the first study investigating ESD challenges in the Malaysian context. The novel finding helps the readers understand the recent phenomena of ESD implementation better and, at the same time, compare it to other settings.

Unraveling the challenges of education for sustainable development: a compelling case study

“…Another study (Shaafi et al ., 2021) showed average awareness of environmental issues among primary school principals in Kuala Lumpur. A study on school leaders' perspective on ESD indicated that the challenge of principals to enact ESD goals highly relies on their positive thinking, ESD knowledge, system thinking and curriculum adaptation., which is still underdeveloped (Zainal Abidin et al ., 2023a).…”

“…When applied to ESD, systems thinking emphasizes the interconnectedness of social, economic and environmental factors and the need to address these interdependencies for sustainable development. Systems thinking theory highlights that the challenges of ESD cannot be viewed in isolation but should be considered within the broader context of the SDGs (Zainal Abidin et al ., 2023a). The SDGs provide a comprehensive framework for sustainable development, encompassing a wide range of interconnected issues such as poverty eradication, education, climate action and responsible consumption.…”