Pandemic Impact on Sustainable Education

Dovletmurzaeva, Malika Abubakarovna; Magomadova, Tamilla; Barzaeva, Madina

doi:10.5220/0010595906850689

Cited by 2 publications

(2 citation statements)

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“…The government should consider getting higher education quality and equal education standards for the pandemic effects. This result parallels Dovletmurzaeva, Magomadova & Barzaeva (2021), which invited the governments to solve the problem by creating additional organizations and financial support to afford the pandemic process's effect on SDG 4.…”

Section: Resultsmentioning

confidence: 62%

“…In the literature, there are many studies about that. Lawale & Bory-Adams (2010) suggested that integrating SD into lessons provides a convenient learning environment for the four pillars of learning, learning to know, learning to do, learning to live together, and learning to be, which are the cornerstone of 21st-century education suggested by the 1996Delors Report (2010. Tuncay-Yüksel, Yılmaz-Tüzün & Teksoz (2011) examined the relationship between moral reasoning patterns and environmental dilemmas.…”

Section: Introductionmentioning

confidence: 99%

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Science Teachers' view on Sustainable Development in COVID-19 Pandemic Process

Türkmen

2022

J. Sci. Learn.

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This study examines what science teachers think about Sustainable Development and its' Goals, how they integrate SDGs into their science lessons, and how the covid-19 pandemic affects their thoughts about Sustainable Development. The study group was selected by convenience sampling from 51 middle schools in the central district of one of the big cities. The questionnaire, including five open-ended questions, was prepared and checked by two experts. After their feedback, it was re-corrected and then applied to the participants. It was conducted using the "Google Forms" application. Then, it was delivered to 165 teachers’ e-mail accounts. Answering the questionnaire takes approximately 10-15 minutes for each participant. One hundred five teachers answered the questionnaire. The content analysis method was used to analyze data. The results showed that teachers mainly described Sustainable Development with the goal of "Responsible Consumption and Production", "Decent Work and Economic Growth", and "Quality Education". Half of the teachers are still trying to integrate SD using traditional science subjects strategies. And generally focused on science subjects of matter cycles, environmental problems, biodiversity, fuels, and domestic waste and recycling. In this process, their problems are usually intense curriculum, insufficient time, and attitudes of school administration.

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Section: Resultsmentioning

confidence: 62%

Section: Introductionmentioning

confidence: 99%