Abstract
Science education is increasingly integrating a focus on socio-scientific issues. Policy makers and scholars also suggest education for sustainable development (ESD) is important for tackling current and future sustain-ability issues. ESD may foster students’ action competence in sustainable development (ACiSD; knowledgeability, willingness, capacity expectations and outcome expectancy) regarding contributing to sustainability action. However, reports on effectiveness research relating to ACiSD as a learning outcome of action-oriented ESD are scarce. The current study explores (1) how early adolescents perceive their teachers’ ESD implementation and (2) whether perceived ESD (holism, pluralism, and action-orientedness) affects students’ self-reported ACiSD. We administered two questionnaires to 12-16 year-old secondary school students, tapping into (1) their self-reported ACiSD and (2) their perceptions of teachers’ ESD implemen-tation efforts. Students’ ESD perceptions were measured through descrip-tive statistics. Next, multilevel linear models were estimated to explore whether ESD and its components affect students’ ACiSD. Our results suggest students did not distinctly perceive ESD implementation (esp. a participative approach). Holism and action-orientedness were neither perceived to be completely present nor completely missing. However, action-orientedness significantly affected students’ reported ACiSD. While confirming the challenge an ESD implementation poses, our results may support efforts made. Implications for education and teacher develop-ment are discussed.
Original language | English |
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Pages (from-to) | 479-498 |
Number of pages | 20 |
Journal | Environmental Education Research |
Volume | 30 |
Issue number | 4 |
Early online date | 27 Jun 2023 |
DOIs | |
Publication status | Published - 2024 |
Externally published | Yes |
Keywords
- ESD effectiveness
- ESD)
- Education for sustainability (EfS
- action competence in sustainable development (ACiSD)
- action-orientedness
- instructional practices
- multilevel analysis