Education for Sustainable Development at a "Green" School in China: A Survey of Teachers' Concerns

• In Event: 72.066 - Poster Session 16
  In Poster Session: 72.066-6 - Questions About Students, Teachers, and Learning in Global Classrooms

Abstract

This study investigated the implementation of Education for Sustainable Development (ESD) at a secondary school in Southwest China. Specifically, the study examined teachers’ knowledge, attitudes, practices, and concerns while implementing ESD. In addition, the study explored the challenges and difficulties teachers experienced while implementing ESD. Results indicate that teachers have positive attitudes toward ESD; however, they report a lack of support, knowledge, and resources to deliver ESD effectively to their students. From their perspective, customized, high-quality training and policies that support the implementation of ESD are necessary. Study results suggest that the local education system, NGOs that promote ESD, and local communities must become partners with secondary schools to implement ESD successfully.

Authors

• Forrest W. Parkay, Washington State University

• Mei Wu, Yunnan University

• Paul E. Pitre, Washington State University North Puget Sound at Everett