Primary School Teachers' Views on the Integration of Sustainable Development into Learning

Year 2024, , 71 - 81, 09.12.2024

Mustafa Erol

https://doi.org/10.33418/education.1485619

Abstract

In this study, we sought an answer to the question of what can be done to integrate sustainable development into learning environments in the context of teacher opinions. We followed a case study design to achieve this goal. The research's study group consists of 15 primary school teachers from northwest Turkey, who were chosen using criterion sampling. We used an interview form to gather research data and analyzed it with content analysis. Teachers think incorporating sustainable development into the learning environment brings many benefits to children. According to findings, sustainable development provided many gains to students. Findings in the context of teacher opinions were: 1) eco-friendly behavior; 2) literacy; 3) awareness of green technologies; and 4) awareness of green professions. In this context, sustainable development should be integrated into primary school curricula. Also, in the study, we emphasize a sustainable education for a sustainable future. In this context, the outputs of sustainable development should be used effectively in education and training environments.

Keywords

Sustainable development, primary school teachers, green technologies, green professions.

Sürdürülebilir Kalkınmanın Öğrenme Ortamlarına Entegrasyonu Konusunda İlkokul Öğretmenlerinin Görüşleri

Abstract

Bu çalışmada öğretmen görüşleri bağlamında sürdürülebilir kalkınmanın öğrenme ortamlarına entegre edilmesi için neler yapılabilir sorusuna yanıt aradık. Bu hedefe ulaşmak için vaka çalışması tasarımı kullandık. Araştırmanın çalışma grubunu Türkiye'nin kuzeybatısından ölçüt örnekleme yöntemiyle seçilen 15 ilkokul öğretmeni oluşturmaktadır. Araştırma verilerini toplamak için görüşme formu kullandık ve içerik analiziyle analiz ettik. Öğretmenler sürdürülebilir kalkınmayı öğrenme ortamına dahil etmenin çocuklara birçok fayda sağlayacağını düşünüyor. Bulgulara göre sürdürülebilir kalkınma öğrencilere birçok kazanım sağlamıştır. Öğretmen görüşleri bağlamındaki bulgular şöyledir: 1) çevre dostu davranış; 2) okuryazarlık; 3) yeşil teknolojilere ilişkin farkındalık; ve 4) yeşil mesleklere ilişkin farkındalık. Bu bağlamda sürdürülebilir kalkınmanın ilkokul müfredatına entegre edilmesi gerekmektedir. Ayrıca çalışmada sürdürülebilir bir gelecek için sürdürülebilir bir eğitime vurgu yapıyoruz. Bu bağlamda sürdürülebilir kalkınmanın çıktılarının eğitim ve öğretim ortamlarında etkin bir şekilde kullanılması gerekmektedir.

Keywords

Sürdürülebilir kalkınma, ilkokul öğretmenleri, yeşil teknolojiler, yeşil meslekler.

References

• Albayrak, T., Aksoy, Ş., & Caber, M. (2013). The effect of environmental concern and scepticism on green purchase behavior. Marketing Intelligence & Planning, 31(1), 27-39. https://doi.org/10.1108/02634501311292902.
• Atay, L., Soylu, Y., & Gökdemir, S. (2019). Effects of norms, place attachment, environmental concerns and altruism on environment friendly behavior and purchasing: The case of cappadocia/goreme national park. Journal of Travel and Hospitality Management, 16(3), 398-417. https://doi.org/10.24010/soid.655546
• Bang, H.-K., Ellinger, A. E., Hadjimarcou, J., & Traichal, P. A. (2000). Consumer concern, knowledge, belief, and attitude toward renewable energy: An application of the reasoned action theory. Psychology & Marketing, 17(6), 449–468. https://doi.org/10.1002/(SICI)1520-6793(200006)17:6<449::AID-MAR2>3.0.CO;2-8
• Barrett, A. M., & Sorensen, T. B. (2015). System level indicators for an education sustainable development goal: Exploring possibilities for the teachers target: Paper presented at 13th International Conference on Education and Development, Oxford, United Kingdom. Vancouver.
• Bell, D. V. J. (2016). Twenty-first century education: Transformative education for sustainability and responsible citizenship. Journal of Teacher Education for Sustainability, 18, 48-56.
• Bertiz, H., (2010). The role and effectiveness of drama on forming environmental consciousness. (Unpublished Master Thesis). Gazi University, Institute of Educational Sciences, Ankara.
• Block, L., Childers, T., Davis, B., Ebert, J., Kumanyika, L., & Van Ginkl-Bieshaar, M., (2005). From nutrients to nurturance: A conceptual introduction to food wellbeing. Journal Public Policy Marketing, 30, 5-13.
• Carson, R. (1962). Silent spring. Houghton Mifflin.
• Cimbaro, M. A. (2008). Nutrition literacy: Towards a new conception for home economics education. The University of British Columbia, Vancouver.
• Clayton, S. (2003). Environmental identity: A conceptual and an operational definition. In S. Clayton, S. Opotow (Eds.), Identity and the natural environment (pp. 45-65). MIT Press: Cambridge.
• D’Cruz, B., & Osipova, D. O. (2011). Education for sustainable development and global citizenship (Esdgc): The implications for higher education institutions in the Russian Federation. Contemporary Higher Education: Innovative Aspects/Sovremennaia Vysshaia Shkola: Innovatsionny Aspect, 5(2), 43-48.
• Debrah, J. K., Vidal, D. G., & Dinis, M. A. P. (2021). Raising awareness on solid waste management through formal education for sustainability. A developing countries evidence review. Recycling, 6(1), 6. https://doi.org/10.3390/recycling6010006
• Des Jardins, J. R. (2006). Environmental ethics: an introduction to environmental philosophy. Trans. (Keleş, Ruşen). İmge.
• Eom, K., Kim, H.S., Sherman, D.K., & Ishii, K. (2016). Cultural variability in the link between environmental concern and support for environmental action. Psychological Science, 27(10), 1331-1339. https://doi.org/10.1177/09567976166 60078
• Ferreira, M. E., Cruz, C., & Pitarma, R. (2016). Teaching ecology to children of preschool education to instill environmentally friendly behavior. International Journal of Environmental and Science Education, 11(12), 5619-5632.
• Frick, M. J., & Spotanski, D. (1990). Coming to Grips with Agricultural Literacy. The Agricultural Education Magazine, 62(8), 6-13.
• Hammerstein, M., Askerlund, P., Almers, E., Avery, H., & Samuelsson, T. (2019). Developing ecological literacy in a forest garden: Children’s perspectives. Journal of Adventure Education and Outdoor Learning, 19(3), 227-241. https://doi.org/10.1080/14729679.2018.1517371
• Hares, M., Eskonheimo, A., Myllyntaus, T., & Luukkanen, O. (2006). Environmental literacy in interpreting endangered sustainability: Case studies from Thailand and the Sudan. Geoforum, 37(1), 128-144. https://doi.org/10.1016/j.geoforum.2005.01.006
• Hasnain, A., Raza, S. H., & Qureshi, U. S. (2020). The impact of personal and cultural factors on green buying intentions with mediating roles of environmental attitude and eco-labels as well as gender as moderator. South Asian Journal of Management Science, 14(1), 1-27. https://doi.org/10.21621/sajms.2020141.0
• Hopkins, C., & McKeown, R., (2002). Education for sustainable development: An international perspective. Education and sustainability: Responding to the global challenge. 3(2), 13.
• Hui-Shuang, H. (2018) Construction of the index system of water literacy and application in a case study of four Chinese communities. Journal of Discrete Mathematical Sciences and Cryptography, 21(2), 485-491, https://doi.org/10.1080/09720529.2018.1449330
• ILO & OECD (2012). Sustainable development, green growth, and quality employment: realizing the potential for mutually reinforcing policies. Paris.
• ILO (2008). Global challenges for sustainable development: strategies for green jobs. http://www.ilo.org/public/english/bureau/dgo/speeches/somavia/2008/g8paper.pdf
• Kals, E., & Ittner, H. (2003). Children's environmental identity: indicators and behavioral impacts. In S. Clayton & S. Opotow (Eds.). Identity and the natural environment: The psychological significance of nature (pp. 135–157). MIT Press: Cambridge.
• Kamaruddin, S. M., Ahmad, P., & Alwee, N. (2016). Community awareness on environmental management through Local Agenda 21 (LA21). Procedia-Social and Behavioral Sciences, 222,729-737. https://doi.org/10.1016/j.sbspro.2016.05.234
• Kar-Yan, Y., & Yazdanifard, R. (2014). The concept of green marketing and green product development on consumer buying approach. Global Journal of Commerce & Management Perspective, 3(2), 33-38.
• Kim, H.-S., & Damhorst, M. L. (1998). Environmental concern and apparel consumption. Clothing and Textiles Research Journal, 16(3), 126-133.
• Klein, S. R., & Huffman, A. H. (2013). Introduction to IO psychology and environmental sustainability in organizations: A natural partnership. In A. H. Huffman, &S. R. Klein, (Eds.). Green organizations: Driving change with IO psychology (pp. 3-16). Routledge.
• Lange, F., & Dewitte, S. (2019). Measuring pro-environmental behavior: Review and recommendations. Journal of Environmental Psychology, 63, 92-100. https://doi.org/10.1016/j.jenvp.2019.04.009
• Leising, J. G., Pense, S. L., & Portillo, M. T. (2003). The impact of selected agriculture in the classroom teachers on student agricultural literacy, project final report, department of agricultural education, communications, and 4-h youth development. Oklahoma State University Press.
• Liefländer, A. K., & Bogner, F. X. (2014). The effects of children’s age and gender on acquiring pro-environmental attitudes through environmental education. J. Environ. Educ. 45, 105–117. https://doi.org/10.1080/00958964.2013.875511
• Ling Tan, C. N., Oluwaseyi Ojo, A., & Thurasamy, R. (2019). Determinants of green product buying decision among young consumers in Malaysia. Young Consumers, 20(2), 121-137. http://dx.doi.org/10.1108/YC-12-2018-0898
• Louv, R. (2005). Last child in the woods: Saving our children from nature-deficit disorder. Atlantic Books.
• Matsekoleng, T. K. (2021). Action research and environmental education with in a home-based set up to conscientise children towards littering. Environment, Development and Sustainability, 23(1), 1-13. https://doi.org/10.1007/s10668-021-01251-0
• McBride, B. B., Brewer, C. A., Berkowitz, A. R., & Borrie, W. T. (2013). Environmental literacy, ecological literacy, ecoliteracy: What do we mean and how did we get here? Ecosphere, 4(5), 67. https://doi.org/10.1890/ES13-00075.1
• Mesmer-Magnus, J. R., Viswesvaran, C., & Wiernik, B. M. (2013). Book highlight—the role of commitment in bridging the gap between organizational and environmental sustainability. Global Business and Organizational Excellence, 32, 86-104. https://doi.org/10.1002/joe.21506
• Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Sage Publications.
• Nasibulina, A. (2015). Education for sustainable development and environmental ethics, 214 (June), 1077–1082. http://doi.org/10.1016/j.sbspro.2015.11.708
• Nilsson, K., Sangster, M., Gallis, C., Hartig, T., De Vries, S., & Seeland, K., et al. (eds) (2010). Forests, Trees, and Human Health. Springer Science and Business Media.
• Ongon, S., Wongchantra, P., & Bunnaen, W. (2021). The effect of integrated instructional activities of environmental education by using community-based learning and active learning. Journal of Curriculum and Teaching, 10(2), 42-57. https://doi.org/10.5430/jct.v10n2p42
• Parfit, M. (2005). Alternative energy. National Geographic.
• Patton, M. (2015). Qualitative research and evaluation methods. (4th Ed.), Sage Publications.
• Payne, P. (2001). Identity and environmental education. Environmental Education Research, 7(1), 67-88. https://doi.org/10.1080/13504620124658
• Pendergast, D., & Dewhurst, Y. (2012). Home economics and food literacy: An international investigation. International Journal of Home Economics, 5(2), 245-263. https://search.informit.org/doi/abs/10.3316/informit.492099326943938
• Pirchio, S., Passiatore, Y., Panno, A., Cipparone, M., & Carrus, G. (2021). The effects of contact with nature during outdoor environmental education on students’ wellbeing, connectedness to nature and pro-sociality. Frontiers in Psychology, 12, 648458. https://doi.org/10.3389/fpsyg.2021.648458
• Rockström, J., Steffen, W., & Noone, K. (2009). A safe operating space for humanity. A safe operating space for humanity. Nature, 461(7263), 472-475. https://doi.org/10.1038/461472a
• Samendra S., Fayzul P., Beth W., Fred L. N., Florence C. S., Jes T., & David D. (2016). Seven faculties in search of a mission: A proposed interdisciplinary course on water literacy. Applied Environmental Education & Communication, 15(2), 171-183. https://doi.org/10.1080/1533015X.2016.1164098.
• Sanera, M., & Shaw, J. S. (1999). Facts, Not Fear: Teaching Children About the Environment. Trans. (V. F. Savaş). Liberte.
• Schmitz, G. L., & Da Rocha, J. B. T. (2018). Environmental education program as a tool to improve children’s environmental attitudes and knowledge. Education 8, 15-20. https://doi.org/10.5923/j.edu.20180802.01
• Schultz, P. W., & Kaiser, F. G. (2012). Promoting pro-environmental behavior. In S. D. Clayton (Ed.), The Oxford handbook of environmental and conservation psychology (pp. 556–580). Oxford University Press.
• Sobel, D. (2014). Beyond ecophobia. Trans. (İ.U. Kelso). Yeni İnsan.
• Stets, J. E., & Biga, C. F. (2003). Bringing identity theory into environmental sociology. Sociological Theory, 21(4), 398–423. https://doi.org/10.1046/j.1467-9558.2003.00196.x
• Suarlin, S., & Ali, M. I. (2020). The effect of environmental education learning on students at university. International Journal of Environment, Engineering & Education, 2(3), 49-56. https://doi.org/10.5281/zenodo.4390474
• Suki, N. M. (2013). Green awareness effects on consumers’ purchasing decision: Some insights from Malaysia. IJAPS, 9(2), 49-63.
• Summers, M., Kruger, C., Childs, A., & Mant, J. (2000). Primary school teachers’ understanding of environmental issues: An interview study. Environmental Education Research, 6(4), 293-312. https://doi.org/10.1080/713664700
• Uğraş, M., & Zengin, E. (2019). Classroom teacher candidates' views on education for sustainable development. Journal of Theoretical Educational Science, 12(1), 298-315. http://dx.doi.org/10.30831/akukeg.442751
• UNDP (2008). Green jobs: towards decent work in a sustainable, low-carbon world. Publishing Services Section United Nations Office: Nairobi.
• Walker. J. F., & Jenkins. N., (2001). Wind energy technology. UNESCO Energy Engineering Series, 19-57, 84-85, 106-131.
• Waswala, B., Otieno, N. O., & Buoga, J. (2019). Youth Engagement Education and Sustainable Lifestyles. In: Weaving New Connections. Brill, Sense.
• Yoleri, S. (2012). Children and the environment: Creating environmental awareness among preschool children. Buca Faculty of Education Journal, 34, 100-111.
• Yücel, M., & Ekmekçiler, Ü. S. (2008). A study about environmentally products: system of clean production, eco-label, and green marketing. Electronic Journal of Social Sciences, 7(26), 320-333.
• Zoellner, J., Connell, C., Bounds, W., Crook, L., & Yadrick, K., (2009). Nutrition literacy status and preferred nutrition communication channels among adults in the lower Mississippi delta. Mississippi.