Education for Sustainable Development Curricular Infusion: Exploring Shifts in Students' Thinking

• In Event: Consequential Teacher Environmental and Sustainability Education Research: From the Margins to Mainstream "Truth"

Abstract

In order to achieve sustainable development (SD), education for sustainable development (ESD) is critical, particularly for regions such as the Caribbean, faced with issues such as climate change and violence (Down, 2015). Formal ESD is in large part dependent on capacity-building of teachers as they are the individuals who must deliver ESD at the classroom level. In this paper, teacher educators within a higher education institution in Jamaica who infused ESD in their course delivery explore whether individuals’ knowledge of SD and ESD had changed in any ways as a result of the infusion process. The research is situated within the context of ESD and teacher education. It is crucial to address teachers’ SD and ESD knowledge, values and competencies, as these will play a major role in developing students’ future problem-solving and decision-making capacity. Teacher education focused on ESD seeks to empower teachers who will in turn empower learners about SD issues aimed at improving the quality of the environment and quality of life. (Anyolo et. al., 2018; Shumba, 2018). McKeown (2014), however, cautions that: “Reorienting teacher education typically takes years of work in teacher education institutions to create deep and enduring changes” (p. 129). One reason for this is variation in teachers’ SD and ESD knowledge and competencies. Our research is also centralised on the process of curricular infusion. Given the importance of both curriculum development and teacher training and development, it is important to engage with ESD infusion as a long-term, systemic means of engendering the change needed. The ESD Working Group (comprising teacher educators from various specialisations) within the School of Education at The University of the West Indies in Jamaica undertook a Collaborative Action Research project to infuse ESD into their courses. The research was undertaken within an overall qualitative framework, with an instrument developed that would allow students to describe their understanding of key concepts, including SD and ESD, both at the start and end of the semester. Data were thematically analysed through several collaborative sessions. Data were collected and analysed from 140 students’ pre- and post-completion of a research instrument. Preliminary findings indicate that students’ understanding of SD broadened after the courses, with most students believing that SD involves social, economic and environmental improvements that do not come at the expense of our natural resources. Additionally, students’ thoughts about ESD shifted, with students highlighting aspects of the interdisciplinary nature of ESD, and ESD as involving equitable, inclusive education. The research responds to imperatives outlined by Evans et al. (2017) as it contributes to an expanding research base within global teacher education for ESD, thus ensuring that research in the field moves from the margins to the mainstream. Additionally, as called for by Evans et al. (2017), it explores the effectiveness of the pedagogical approach utilised by the ESD Working Group given that the findings highlight how intentional infusion of ESD into courses can enhance students’ knowledge and awareness of sustainable development and ESD.

Authors

• Therese Ferguson, University of the West Indies - Mona Campus
  Presenting Author

• Carmel Geneva Roofe, University of the West Indies - Mona Campus
  Presenting Author

• Loraine Dale Cook, University of the West Indies
  Presenting Author

• Sharon Bramwell-Lalor, University of the West Indies - Mona Campus
  Presenting Author