Education for Sustainable Development in Qatar

Abstract

This chapter examines Education for Sustainable Development (ESD) in Qatar by scrutinizing the actors, initiatives, and policies at global and national scales. The study presents an overview of Qatar's national policy on integrating sustainable development into the education system and highlights nation-specific characteristics. The chapter further analyzes major formal, informal, and non-formal educational learning spaces in Qatar which have been harnessing national policies, global trends, and local specificities to effectively serve Qatar National Vision 2030 as well as Qatar's commitment to the UN Sustainable Development Goals.

Challenges to Teachers Implementing Sustainable Development Goals Frameworks in Qatar

“…For example, if a teacher in a private school is required to integrate the sustainability themes within their discipline and conduct comprehensive assessments, while a public school teacher might be necessary to introduce the themes with a less rigorous assessment process, the teachers' perspectives would differ. Sever and Tok [60] agree that various school types result in diverse ESD implementation approaches and degrees. This variation in dedication, funding, and involvement with ESD among different schools creates obstacles in incorporating ESD into the formal education system and could account for these teachers' perspectives.…”

“…Al-Thani et al [5] assert that the vision encompasses SDGs, ethical principles for environmental preservation and protection, and raising awareness about environmental issues among the population. Consequently, educational curricula and training programs catering to Qatar's present and future requirements are significant [60]. Qatar has shown a keen interest in promoting sustainability and integrating sustainable development concepts into its educational system.…”

“…ESD in Qatar involves a range of initiatives, including official top-down efforts, global frameworks, and formal and informal extracurricular school activities. However, there is a need for better alignment between the Qatar Education System's (QES) educational objectives and the SDGs, specifically in establishing clear objectives, implementing effective strategies, monitoring progress, and continuously im-proving [7,37,60]. Furthermore, there needs to be an effort by policymakers and educators to identify, better understand and address existing challenges that hamper the teaching of sustainability.…”

Exploring the Challenges and Prospects for Sustainable Wellbeing in Qatar: Stakeholder Perspectives

“…The synergies between wellbeing, education, and sustainability are indicative of the critical role of education in fostering a sustainable future. Insights gleaned from synthesizing the perceived themes of wellbeing, education, and sustainability suggest important policy recommendations for advancing Qatar's sustainable development goals [18]. Promoting holistic wellbeing education should be prioritized: implementing a curriculum that covers different facets of wellbeing, alongside academic achievement, is essential.…”

Şeki̇llendi̇ri̇len Gelecek: Katar Ulusal Kalkinma Strateji̇si̇ 2030'un Ekonomi̇k Vi̇zyonu Ve Kazanimlari

“…V-zyon aynı zamanda b-lg-temell-endüstr-ler-n önem-n-kabul etmekte ve petrol ekonom-s-nden b-lg-temell-ekonom-ye geçmey-hedeflemekted-r (Valdeolm-llos vd., 2023). Bu hal-yle Katar'da sürdürüleb-l-r kalkınma v-zyonunun odağında doğal kaynaklara bağımlılığın azaltılması maksadıyla ekonom-k çeş-tlenme hedef-n-n olduğunu -fade etmek gerekmekted-r. Katar'ın kalkınma stratej-s-n-n b-r d-ğer öneml-yönünü -se İslam-değerler-n, ulusal k-ml-ğ-n ve toplumsal yapının güçlend-r-lmes-, eş-ts-zl-kler-n azaltılması, sosyal gel-ş-m-n sağlanması g-b-alanlar oluşturmaktadır (Ibrah-m & Sh-raz-, 2021;Sever & Tok, 2022).…”