Education Stakeholders’ Viewpoints about an ESD Competency Framework: Q Methodology Research

Abstract

Teachers are considered key drivers of the education for sustainable development (ESD) agenda. They play a critical role in ensuring the attainment of sustainability goals, yet require early opportunities to acquire the necessary knowledge, skills, and attitudes, which will enable them to foster ESD. Therefore, this study documented the development and evaluation of a framework consisting of the core competencies that pre-service teachers need to achieve ESD in Qatar. Framed by complexity theory, the competency framework was developed into a Q-sample, which was then evaluated by multiple education stakeholders, including teacher educators, professional development specialists, ministry specialists, and teachers. The results of the Q-analysis indicated six diverse viewpoints and revealed a lack of overarching consensus statements among the viewpoints. Several statements were also considered controversial as different participants revealed contrasting views in regard to their importance for pre-service teachers. Implications for practice using the competency framework as a dynamic communication and reflection blueprint for implementing ESD are discussed.

Challenges to Teachers Implementing Sustainable Development Goals Frameworks in Qatar

“…The UNESCO report titled "Progress in Education for Sustainable Development and Global Citizenship" [68] emphasizes enhancing teacher training. In Qatar, Chaaban et al show that teacher education programs incorporate various top-down frameworks addressing ESD implementation [69]. The study examines the development and assessment of a framework encompassing the fundamental skills and knowledge aspiring teachers in Qatar must possess to implement ESD effectively.…”

“…Chaaban et al argue it is vital to incorporate principles of ESD into the curriculum effectively, and all parties involved in education must come to a consensus on the integration process. This would include determining the role of teachers in designing lessons and units, which would then transform the curriculum documents into tangible practices for students [69]. Nevertheless, the authors contend that a consistent method is necessary to equip aspiring teachers with the requisite skills and knowledge to achieve ESD effectively.…”

Capturing Pedagogical Design Capacity of STEM Teacher Candidates: Education for Sustainable Development through Socioscientific Issues

“…Such a framework can be used as a tool to support PSTs in their teacher training. However, education stakeholders themselves lack consensus on what competences are essential for empowering PSTs to implement ESD [20]. Additionally, some of the competence frameworks have been criticized as abstract, complex, and unmanageable [21].…”