Integrating Education for Sustainable Development Competencies in Teacher Education

Imara, Kifah; Altinay, Fahriye

doi:10.3390/su132212555

Cited by 25 publications

(12 citation statements)

References 58 publications

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“…The study reveals that training of teachers and pedagogical techniques play a key role in knowledge transfer for sustainability. Imara (2021) give a summary of incorporating ESD competencies into teacher education, which shows the success and the issues in the latter's mainstreaming. It highlights a gap in the development of a unified framework for ESD competencies in teacher education.…”

Section: Literature Reviewmentioning

confidence: 99%

Exploring Teachers' Perceptions and Practices in Education for Sustainable Development (ESD) in Public Schools of Karachi

Shakir,

Naz,

Ahmed

2024

Pak. J. Humanit. Soc. Sci

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The research focuses on the key role of teachers in incorporating SDGs into the curriculum and teaching students to deal with global challenges such as climate change, poverty, and sustainable living. Utilizing a quantitative approach, data were collected from a sample of 100 teachers using a survey method. This research focused on the integration of ESD, the challenges faced by the teachers, and the effect of professional development programs (PDPs) to make the teachers capable of working towards sustainability. The data analysis was done by performing one-sample T-tests to find out the teachers' beliefs and attitudes towards the integration of ESD and Chi-square tests to explore the relationship of the perceived barriers or facilitators and the ESD integration. Correlation analysis showed strong associations between age and ESD understanding being among the key findings. The results showed that teachers have a good grasp of the core ESD concepts and, moreover, they expressed the assurance in the integration of sustainability principles into their teachings. The study demonstrates the key role that teachers play in dynamic the growth of a sustainable development and emphasizes the point that teachers should be given access to the necessary knowledge, skills, and resources so as to create a more sustainable future for the learners and community. Recommendations include ESD to be integrated into the curriculum, professional development programs for teachers, funding provision to facilitate ESD initiatives, encouraging the community to be involved in the process, and advocating for supportive policies from the government. Future research might focus on the long term impact of ESD integration on student achievements, and develop innovative strategies for overcoming the obstacles to the successful implementation of sustainable development programs in public schools.

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Section: Literature Reviewmentioning

confidence: 99%

Exploring Teachers' Perceptions and Practices in Education for Sustainable Development (ESD) in Public Schools of Karachi

Shakir,

Naz,

Ahmed

2024

Pak. J. Humanit. Soc. Sci

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“…Students' academic feat from a variety of backgrounds is therefore a matter of tutor qualities. Imara, K., & Altinay, F. (2021) found that teacher education within the last decade has largely focused on identifying competences that have been observed and measured in much literature and are crucial to reimagining teacher education in terms of its sustainability and exploring assessment tools and approaches to the integration of these competences into teacher education.…”

Section: Basic Tutoring Competencesmentioning

confidence: 99%

Tutor Competence in Online-Learning Service within Distance Education

Jamil,

Patmawati Halim,

Hasanuddin

2024

didaktika.j.kep

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The online learning landscape in the Elementary Teacher Education (PGSD) program at Universitas Terbuka Makassar poses significant challenges for tutors, requiring them to adapt to new pedagogical approaches and technologies. This study investigates the competence of tutors in facilitating synchronous online-learning tutoring (Tuweb UT) and asynchronous Learning System Management (LMS) through Silayar UT, which integrates an independent learning program into online platforms. The study examines the tutors' social, strategic, and ethical competence in managing online classes, with a focus on their preparation, planning, and interaction with students. The study uses an ex post facto design with descriptive statistics, analyzing data from 185 tutors in 340 online classes within the undergraduate PGSD program during the 2022 registration term. The findings highlight the tutors' ability to prepare and plan for online tutoring, deploy the tutoring unit (SAT) as a learning service scheme, and incorporate relevant competencies and module characteristics into their tutoring mode. The study also shows that tutoring assignments are given in accordance with competence and that active engagement in Webinar UT and LMS (Silayar UT) is high, with attendance averaging 93.03%. The results indicate that tutors are competent in preparing and planning for online tutoring, incorporating online platforms into their experiences, and fostering active interaction with students, which in turn supports the completion of students' academic trajectories. The study's implications for online learning practices are significant, highlighting the importance of tutor competence in navigating the challenges of online education. Recommendations for further research include exploring the impact of tutor competence on student outcomes and investigating the role of technology in enhancing tutor-student interaction.

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“…Approaches to sustainable higher education may vary as well as the criteria used to assess how effectively sustainability is integrated. Scholarly work indicates such criteria as progress [34,35] or spectrum [36] of students' or teachers' ESD competencies [37,38] and these are assessed most commonly; however, it is recommended that the institution implements and assesses the following practices on the path to sustainability: (1) institution's mission and purpose for the sustainability problem; (2) the inclusion of the concept of sustainability in all academic disciplines; (3) whether students learn about institutional values and practices for the development of a sustainable ecosystem; (4) institutional support for activities that emphasize sustainability; and (5) collaboration forming partnerships at a national and international level to enhance sustainability [32].…”

Section: An Overview Of the Study Areamentioning

confidence: 99%

Assessing Education for Sustainable Development in Engineering Study Programs: A Case of AI Ecosystem Creation

Paulauskaitė-Tarasevičienė

Lagzdinyte-Budnike

Gaižiūnienė

et al. 2022

Sustainability

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The issue of sustainability in education has never been more important for the future of our environment, and strategies to develop the skills needed by younger generations to meet this significant global challenge should be developed across all curricula. There is much focus on the topic of sustainability in business, finance, climate, health, water and education; however, there are some challenges when sustainability needs to be integrated into engineering or fundamental study programs (SPs). In the latter, sustainability is more often emphasized and implemented through its general principles or separate modules in social sciences and project activities. There are a number of questions and challenges in how to highlight sustainability aspects and evaluation metrics due to the specifics of the engineering study field. For evaluating the sustainability level in engineering studies, a hierarchical methodology employing the SAMR (Substitution, Augmentation, Modification, Redefinition) model is proposed, taking a technological university in Lithuania as the case study. As a more concrete example, the first and second cycle SPs titled ‘Artificial Intelligence’ are described and analyzed in all relevant perspectives of sustainability. The study proposes five tangible criteria that must be emphasized in the learning process in order to ensure the development of sustainability goals in IT/AI study programs.

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Integrating Education for Sustainable Development Competencies in Teacher Education

Cited by 25 publications

References 58 publications

Exploring Teachers' Perceptions and Practices in Education for Sustainable Development (ESD) in Public Schools of Karachi

Exploring Teachers' Perceptions and Practices in Education for Sustainable Development (ESD) in Public Schools of Karachi

Tutor Competence in Online-Learning Service within Distance Education

Assessing Education for Sustainable Development in Engineering Study Programs: A Case of AI Ecosystem Creation

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