Students’ Views about the Inclusion of Environmental Education and Education for Sustainability in Teacher Education Courses

Loubser, Callie

doi:10.1080/09751122.2015.11917596

Cited by 2 publications

(2 citation statements)

References 8 publications

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“…Sustainable development was the least knowledgeable concept as it scored the lowest mean. This concurs with a study carried out by Loubser (2015) in two other universities in South Africa who found that student teachers did not understand the meaning of SD. According to Burmeister and Eiks (2013), it is necessary for teachers to have general SD knowledge as well as specific subject matter content in order to be effective SD advocates.…”

Section: Knowledge Of Sustainability Conceptssupporting

confidence: 91%

“…This is achieved by educating future decision-makers as well as practicing social outreach and service (Adomßent, Fischer, Godemann, Rieckmann, Timm and Herzig, 2014). In addition, authors Loubser (2015) Baniasadi, Bazargan, Sadeghi and Zahir (2013) emphasize that teacher education on environmental, social and economic issues plays an important role in determining the future of the world and its development.…”

Section: Introductionmentioning

confidence: 99%

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EDUCATION FOR SUSTAINABLE DEVELOPMENT Â€“ ECONOMICS STUDENTSâ€™ PERSPECTIVES AT AN INSTITUTION OF HIGHER LEARNING IN SOUTH AFRICA

Kimanzi¹

2019

International Journal of eBusiness and eGovernment Studies

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Sustainable development has become a major concern in recent years. Faced with a possible unsustainable future, including depletion of natural resources, greenhouse gases, environmental degradation, and the need to provide housing, food, water, and health care for an ever-increasing population, these novel complex problems will challenge citizens globally, and everything that has life in the world. This has led to the need for awareness of sustainable development, from university students, so that they are equipped with the knowledge to advocate for changes in behaviour, for a sustainable future. This study aimed at identifying how knowledgeable Economics students are on sustainability issues, establishing their level of concern on sustainability issues affecting South Africa and the globe, and finding out their personal lifestyles and reflections on sustainability concerns. A quantitative study was adopted, where questionnaires were distributed to second-and third-year Economics students at an institution of higher learning. The results were analysed from 114 responses using t-tests as well as ANOVA tests. The findings indicate that students are highly knowledgeable and concerned about water and energy savings concepts, and least knowledgeable about waste disposal concepts. The students felt that they have a responsibility towards taking care of the environment and society. The results also indicated that their lifestyles do not reflect their concerns about sustainability. Although the study found that the students lack knowledge on some key sustainability concepts such as sustainable development, they are concerned about sustainability of water and energy. In addition, though their lifestyles do not reflect their concerns about sustainability, the students are interested in learning more about sustainability. It is recommended that institutions of higher learning integrate programs to educate the students more on the importance of sustainable development.

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Section: Knowledge Of Sustainability Conceptssupporting

confidence: 91%

Section: Introductionmentioning

confidence: 99%