Holism-Pluralism in Education for Sustainable Development Questionnaire

Sinakou, Eleni; Donche, Vincent; Pauw, Jelle Boeve-de; Petegem, Peter Van

doi:10.1037/t87015-000

Cited by 5 publications

(6 citation statements)

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“…By allowing the students to examine the sustainability issues across different scales, specifically from local and global and across different domains like environment and economy, the teachers developed strong positive affection for empowering their students with the systems-thinking competency (Brundiers et al, 2010;Wiek et al, 2011). This study found that such personal belief acts as a source of self-efficacy to induce their stronger desire to incorporate water resources component into teaching, thereby achieving the learning outcome of ESD: examining and reflecting on their own beliefs critically (Birdsall, 2010;Sinakou et al, 2019). Another participant, Jeremy, affirmed and echoed such a view: … People like stories… When I was young, there was a water crisis.…”

Section: Personal Beliefsmentioning

confidence: 80%

“…Ruiz-Garzón et al (2021) analyzed student teachers' perception of water resources and concluded that teachers realized people's unsustainable habits could negatively impact water resources and raised there is a need for raising social awareness. In other studies, scholars (Berglund and Gericke, 2016;Sinakou et al, 2019;Eli et al, 2020) suggested that teachers generally lack interest in implementing sustainability topics like water resources in their classrooms if these are not explicitly needed in their disciplines. For instance, Berglund and Gericke (2016) and Sinakou et al (2019) also suggested teachers in disciplines apart from science or geography believe that such sustainability issues are not quite related to their subjects and beyond their expertise, thereby tending to disregard such dimensions in their teaching.…”

Section: Literature Reviewmentioning

confidence: 99%

“…In other studies, scholars (Berglund and Gericke, 2016;Sinakou et al, 2019;Eli et al, 2020) suggested that teachers generally lack interest in implementing sustainability topics like water resources in their classrooms if these are not explicitly needed in their disciplines. For instance, Berglund and Gericke (2016) and Sinakou et al (2019) also suggested teachers in disciplines apart from science or geography believe that such sustainability issues are not quite related to their subjects and beyond their expertise, thereby tending to disregard such dimensions in their teaching. However, ESD adopts a transdisciplinary approach which requires the effort of teachers from different disciplines to contribute to students' learning (Biasutti et al, 2018;Eli et al, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

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An international study of high school teachers’ experience of incorporating water resources in their teaching

Kwee

Santos²

2023

Front. Educ.

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This qualitative study aims at investigating the significant personal and contextual factors influencing teachers’ motivations for incorporating water resources in their teaching. By exploring teachers’ experiences teaching water resources in their Education for Sustainable Development (ESD) classroom, this study attempts to close the research gap on the paucity of research on teachers’ motivation in teaching water resources within the realm of ESD. Based on the purpose of the study and the social cognitive career theory, this study is guided by two research questions: (1) How do teachers describe their experience of incorporating water resources in their classrooms? (2) Why are teachers motivated to incorporate water resources in their teaching? Ten high school teachers from five countries and regions, Canada, Australia, New Zealand, Taiwan and Hong Kong, who had incorporated water resources into their teaching, were recruited. The researchers adopted Interpretative Phenomenological Analysis with semi-structured interviews and focus group discussions to collect in-depth data to explore their teaching experiences. The results indicated that personal beliefs and characteristics of the community played significant roles in their experiences and motivations. This study’s findings can provide insights into how and why teachers’ personal beliefs and contextual variables like geographic and cultural influences can encourage teachers to implement water resource elements in their teaching, thereby illuminating the possible responsive pedagogies for successful cross-disciplinary ESD in future.

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Section: Personal Beliefsmentioning

confidence: 80%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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An international study of high school teachers’ experience of incorporating water resources in their teaching

Kwee

Santos²

2023

Front. Educ.

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“…We employed two different instruments to measure (a) the teachers' instructional beliefs and practices in relation to holism and pluralism in ESD and (b) the teachers' action-oriented instructional practices and related interest. To measure the teachers' instructional beliefs and practices, we made use of the Holism-Pluralism in ESD Questionnaire (HPESD-Q) (Sinakou et al, 2021). To measure the teachers' instructional beliefs and practices, we used the Action-orientation in ESD-Questionnaire (AoESD-Q), based on a vignette methodology, which enabled us to track the action-orientation of the teachers in their teaching practice (Sinakou, Donche, Van Petegem, 2022).…”

Section: Methodsmentioning

confidence: 99%

Teachers’ profiles in education for sustainable development: interests, instructional beliefs, and instructional practices

Sinakou

Donche

Petegem

2023

Environmental Education Research

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“…At the heart of Education for Sustainable Development (ESD) lies educational reform, which entails reflection and putting into practice the essential skills and qualities students require, as well as fostering a conducive learning environment for their development. Action-oriented, pluralistic, as well as holistic teaching integrating the SDGs are considered to be effective in developing the students' action competence (Sinakou et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Integrating sustainable development goals in English language and literature teaching

Cordova

2024

Front. Educ.

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Teaching English provides the possibility for raising students’ awareness of global issues. By bringing relevant global issues into the classroom, teachers can provide students a rich array of activities and topics that increase their engagement with diverse cultures, issues of local as well as global importance. This study explored the integration of the Sustainable Development Goals in English language and literature teaching in a state university laboratory school in the Philippines. It focused on the learning experiences and feedback of pre-service teachers and junior high school students on the integration. The phenomenological research design, the interview and focus group discussion were utilized. For a concise description of themes and patterns relevant to the phenomenon, thematic analysis was done after the data gathering. Four dominant themes were revealed in the learning experiences of the teaching interns during the study: Designing for Concrete Action; Applying the Interdisciplinary and Contextualized Approach; Nurturing a Participatory Attitude; and Fostering Personal Accountability. The feedback of the learners on the SDG integration included themes such as Empowerment to Take Initiative, Gaining Meaningful Learning, and Developing a Whole-School Approach. The Integration of SDGs in the English classroom provided a range of benefits for both pre-service teachers and students. Students were given the tools to expand their learning and develop the capacity to proactively address a variety of problems. They were encouraged to view these issues as their own, fostering a sense of ownership and purpose, rather than merely striving for knowledge and comprehension.

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Holism-Pluralism in Education for Sustainable Development Questionnaire

Cited by 5 publications

References 0 publications

An international study of high school teachers’ experience of incorporating water resources in their teaching

An international study of high school teachers’ experience of incorporating water resources in their teaching

Teachers’ profiles in education for sustainable development: interests, instructional beliefs, and instructional practices

Integrating sustainable development goals in English language and literature teaching

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