Interdisciplinary Inquiry-based Teaching and Learning of Sustainability in Saudi Arabia

Alghamdi, Amani K. Hamdan; El-Hassan, Wai Si

doi:10.2478/jtes-2020-0020

Cited by 6 publications

(3 citation statements)

References 20 publications

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“…Inquiry-based teaching is very likely applied to teach environmental sustainability to prospective teacher (Alghamdi & El-Hassan, 2020). This innovation can give new learning experiences to biology education students who are also prospective biology teachers in the future.…”

Section: Discussionmentioning

confidence: 99%

The Effect of Environmental Education Open Inquiry Learning Kits on the Environmental Literacy of Pre-service Biology Teachers

Rasis

Paidi

Suhartini

et al. 2023

Journal of Teacher Education for Sustainability

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Pre-service biology teachers’ environmental literacy is still generally low. It is necessary to improve their environmental literacy through the innovation of open inquiry learning kits. There are two primary aims of this study: (1) to develop appropriate open inquiry learning kits that can foster pre-service biology teachers’ environmental literacy in environmental education courses, (2) to examine the effectiveness of open inquiry learning kits in improving environmental literacy. This study used the procedure of the 4-D Thiagarajan model, i.e., four stages: (1) define, (2) design, (3) develop, and (4) disseminate. The products produced are open inquiry lesson plans, student worksheets, and environmental literacy test instruments. The product validation was carried out by experts in the field of environmental education and biology teaching and learning. The preliminary field testing and the main field testing were carried out in environmental education courses. The data were collected through observation, questionnaires, and written tests. The data were analyzed in a quantitative descriptive way through the calculation of the gain score. The results obtained from the research and development are open inquiry learning kits to improve the environmental literacy of students, which as a whole are suitable to use in environmental education lectures based on expert judgment. These open inquiry learning kits are not very effective in improving students’ environmental literacy based on the calculations of the gain score due to various shortcomings.

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Section: Discussionmentioning

confidence: 99%

The Effect of Environmental Education Open Inquiry Learning Kits on the Environmental Literacy of Pre-service Biology Teachers

Rasis

Paidi

Suhartini

et al. 2023

Journal of Teacher Education for Sustainability

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“…Therefore, there is a need to enhance SDG coverage in curricula and equip university lecturers with the necessary resources, knowledge and skills for implementing SDG-focused curricula, learning programmes and community engagement initiatives. Implementing SDGs requires teaching staff to impart skills such as strategic vision, problem-solving, design thinking, social responsibility, anticipatory capabilities and interdisciplinary collaboration (Alghamdi and El-Hassan, 2020; Priyadarshini and Abhilash, 2020; Risopoulos-Pichler et al , 2020). Incorporating SDGs into higher education enhances future professionals’ ability to address complex, interrelated challenges (Amorós Molina et al , 2023; Seva-Larrosa et al , 2023).…”

Section: Literature Reviewmentioning

confidence: 99%

Academia’s engagement with Sustainable Development Goals: status quo and barriers at Great Zimbabwe University

Chapungu,

Nhamo

2024

IJSHE

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Purpose This study aims to examine academic staff’s engagement with sustainable development goals (SDGs) in higher education institutions. Design/methodology/approach The triangulation, convergence model of the mixed methods research design was adopted as the strategy for inquiry. A total of 56 questionnaires and 25 interviews were used to collect the data, and this was buttressed by document review and use of secondary data obtained from Scival. Findings The results show moderate levels of engagement of academic staff with the SDGs. However, SDGs familiarisation is not correlated with the rate of localisation. The lack of funding deflated political will by university management, demotivated academia and shrinking government support are the leading impediments to SDGs localisation. Research limitations/implications The results could be improved by using a larger sample size equally distributed across disciplines. Triangulation of academics’ views with those of students and non-academic staff could have improved the understanding of other dynamics involved in the localisation of SDGs by university teaching staff. Practical implications The results point towards the need for a university-based framework that interweaves national, institutional, thematic, structural and personal aspects into the SDGs implementation matrix. The underlying determinants of successful localisation of SDGs by academia need to be addressed through a bottom-up approach. Originality/value To the best of the authors’ knowledge, this paper is the first attempt in Zimbabwe to exclusively look at University teaching staff’s engagement with SDGs.

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“…Previous studies in Saudi Arabia have focused on awareness and sustainability in terms of environment and energy and have touched upon, but not necessarily fully assessed, food preferences and food sustainability awareness in the Kingdom [16][17][18][19][20][21][22].…”

Section: Introductionmentioning

confidence: 99%

Food Sustainability Knowledge among Saudis: Towards the Goals of Saudi Vision 2030

Alnasser

Musallat

2022

Sustainability

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The diffusion and transmission of sustainability principles may help bridge the gap between current awareness and practices and the goals of Vision 2030 and similar initiatives. Vision 2030 is a plan in progress for Saudi Arabia in alignment with the United Nations Development Program, based on building a sustainable future that will affect all sectors of society, from policy development and investment to planning and infrastructure. The objectives of these programs might be achievable if the balance of human and environmental needs is met and consumers are sufficiently aware of the ecological impacts of food production. This study aims to provide insights into food-sustainability knowledge and the threshold and motivating factors behind consumer behavioral change, specifically in the context of Vision 2030. Using convenience sampling, a cross-sectional questionnaire survey was conducted using a non-probability convenience sampling method among 398 Saudi nationals over 18 (men, 37%; women, 62%). Among other findings, the results point to a limited awareness of food sustainability or a comprehensive understanding of the negative environmental impact of food production. They suggest that it may be beneficial to consider public informational strategies to focus on the concepts of food sustainability. Finally, although there may be the intent or indication to purchase and adopt sustainable buying habits, there may be barriers to purchasing sustainable food products.

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Interdisciplinary Inquiry-based Teaching and Learning of Sustainability in Saudi Arabia

Cited by 6 publications

References 20 publications

The Effect of Environmental Education Open Inquiry Learning Kits on the Environmental Literacy of Pre-service Biology Teachers

The Effect of Environmental Education Open Inquiry Learning Kits on the Environmental Literacy of Pre-service Biology Teachers

Academia’s engagement with Sustainable Development Goals: status quo and barriers at Great Zimbabwe University

Food Sustainability Knowledge among Saudis: Towards the Goals of Saudi Vision 2030

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