rss_2.0Journal of Teacher Education for Sustainability FeedSciendo RSS Feed for Journal of Teacher Education for Sustainabilityhttps://sciendo.com/journal/JTEShttps://www.sciendo.comJournal of Teacher Education for Sustainability Feedhttps://sciendo-parsed-data-feed.s3.eu-central-1.amazonaws.com/6005af66e797941b18f23a43/cover-image.jpghttps://sciendo.com/journal/JTES140216Promoting Householders' Participation in Household Waste Sorting: A Case for Learning Aluminum Packaging Recycling in Spainhttps://sciendo.com/article/10.2478/jtes-2022-0016<abstract> <title style='display:none'>Abstract</title> <p>Recycling is a highly relevant issue in environmental behavior. To make it work, it is necessary to involve people. Many efforts have been made to increase people's participation in recycling. This study proposes an informal education to raise awareness among homemakers about recycling, especially aluminum packaging recycling, using workshops and compensating the factors that act as barriers to recycling in Spain. The results are the “Spaces for Dialogue” strategy to increase knowledge, awareness, and recycling intention. The findings present the main barriers to closing the gap between intention to action, and the study highlights the role that mentors play as teachers in facilitating communication and education for sustainable development.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/jtes-2022-00162023-01-11T00:00:00.000+00:00The Relationship Between Sustainability and Food Consumption in Teacher Traininghttps://sciendo.com/article/10.2478/jtes-2022-0015<abstract> <title style='display:none'>Abstract</title> <p>We explore the relationships that future teachers establish between food consumption and sustainability, as well as their intentions to act and their competences in ESD, after a training program. Three instruments were designed and analyzed within the methodological framework of qualitative content analysis. The results showed that, although the future teachers set adequate relationships, they still had significant difficulties in accepting the need for ambitious changes in their diets. Their educational proposals are focused on the diagnosis of the problems instead of the assessment of the sustainability of eating habits and the empowering of learners to take responsible decisions and actions.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/jtes-2022-00152023-01-11T00:00:00.000+00:00Reflections of Good Practice of Infusing ESD to Improve Education Outcomes for Indigenous Learners in Light of a Global Pandemichttps://sciendo.com/article/10.2478/jtes-2022-0019<abstract> <title style='display:none'>Abstract</title> <p>The COVID-19 global pandemic presented an unprecedented challenge to the sustainability strategies and initiatives of many nations. In many countries, education strategies and funding were negatively impacted and, consequently, especially vulnerable groups were highly affected, amongst them Indigenous communities around the world. As Indigenous communities were already amongst the most vulnerable before 2020, a strategically and well-planned recovery from this pandemic would be vital to secure their well-being.</p> <p>This article offers reflections on the potential of infusing <italic>Education for Sustainable Development</italic> (ESD) in the classroom, the school and the community as a whole, to deal with known and yet unprecedented sustainability challenges in presenting commonalities of 32 good practice reports from 21 countries collected in advance and during the global pandemic. Authors make the point of considering the pandemic and its widespread impact as yet another sustainability challenge and position <italic>ESD</italic> as a potential tool to achieve quality education and unleash the full potential of education for society when planning recovery efforts in hope for a better future of Indigenous communities in the long term.</p> <p>As the good practices were also included in a report of the <italic>UN Special Rapporteur on the Rights of Indigenous Peoples</italic> to the <italic>48<sup>th</sup> Session of the United Nations Human Rights Council</italic>, focusing on the post-pandemic recovery efforts for Indigenous Peoples, further thoughts on both official reports and their alignment with the overall <italic>2030 Agenda</italic> from an <italic>ESD</italic> perspective are included.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/jtes-2022-00192023-01-11T00:00:00.000+00:00A Co-evolutionary Perspective in the Search for Sustainable Educationhttps://sciendo.com/article/10.2478/jtes-2022-0012ARTICLEtruehttps://sciendo.com/article/10.2478/jtes-2022-00122023-01-11T00:00:00.000+00:00State of the Research on Teacher Education and Sustainability: A Bibliometrics Analysishttps://sciendo.com/article/10.2478/jtes-2022-0022<abstract> <title style='display:none'>Abstract</title> <p>Qualitative education is one of the key contributors in achieving the goal of sustainability. Several studies mention that the sustainability curriculum and educators can play an immense role in developing awareness in practicing the concept of sustainability. Relatively there is no comprehensive study to typify the recent contributions of teacher education for sustainability. In this light, the aim of the study is to understand the progress of the research on teacher education for sustainability (TES) in terms of growth, evolution, influence and significant research themes. To achieve the aim of the study, 1782 documents indexed in the Scopus database over three decades starting from 1991 to 2020 were analyzed by using bibliometric analysis. The data are visualized in the paper by using VOSviewer and Tableau. Results show that there has been a significant increase in yearly publications and citations over the years, trending research papers, productive authors, institutions and countries and thematic areas of research. Most frequently published journal has a considerable cite score and quartile. Universities from Australia published the most. The most commonly published themes are education for sustainability, Agenda 21, sustainable development education, environmental education, and later the focus is shifted to teacher training, teachers, education, values, teaching and education policy, sustainability competencies. Future research should focus on blended learning, digital learning, other modern tools and techniques to achieve the goal of sustainable development as well as to address the issue of teaching sustainability during uncertainty conditions.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/jtes-2022-00222023-01-11T00:00:00.000+00:00Is Sustainable Development Really Sustainable – Theoretical Reflections, Statistics and the Need for Changeshttps://sciendo.com/article/10.2478/jtes-2022-0023<abstract> <title style='display:none'>Abstract</title> <p>The aim of the article is to explain holistically the main provisions of sustainable development in the nature-society-human system based on the methodology for analyzing changes in energy flows and the power of socio-economic systems. The authors consider the development of society as a creative process aimed at changing the direction and speed of free energy flows (useful power) in <italic>Space</italic> and <italic>Time</italic>. They also consider sustainable development in the nature-society-human system to be consistent with the laws of the global evolution of living nature and the laws of the historical development of humankind. The paper focuses on key questions concerning the new concepts of sustainable development; the methodology for designing the sustainable development using the concept of energy flows in open, non-equilibrium stable systems and power change analysis approach. The results of the main positions of the models and their interpretation are presented based on the statistical data of United States of America (USA) in the period of 1960–2021.</p> <p>One of the most important primary things in order to bring about changes in people's thinking, understanding and attitude towards sustainability issues is their education in different forms – formal education and non-formal education opportunities. Creating an interdisciplinary approach and explaining sustainability as a set of economic, social and ecological factors also play a crucial role in raising public awareness of sustainability issues.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/jtes-2022-00232023-01-11T00:00:00.000+00:00Knowledge, Perceptions and Readiness of Nigeria's Beginning Teachers for Sustainability Educationhttps://sciendo.com/article/10.2478/jtes-2022-0024<abstract> <title style='display:none'>Abstract</title> <p>Beginning teachers should be adequately prepared for their roles as propagators of sustainable development core messages. Using a mixed method approach, this study assessed current knowledge, perceptions and readiness of beginning teachers for sustainability education. Two hundred (200) randomly selected final-year undergraduates from the Faculty of Education of the Nigerian University participated in the study. Results revealed gaps in the awareness and understanding of sustainability concepts and issues among the respondents. However, a high level of interest in handling the core issues was expressed. The respondents differed according to gender and age, but there were no significant differences according to mode of entry. The study recommended infusion of sustainability concepts in teacher education curricula and promotion of sustainable development issues through students' activities within and outside university campuses to address knowledge gap and sustain interests in sustainability education among beginning teachers.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/jtes-2022-00242023-01-11T00:00:00.000+00:00Using Citizen Science Tools for Distance Field Study of Botanical Cycle Disciplines in Times of Pandemic and Beyondhttps://sciendo.com/article/10.2478/jtes-2022-0014<abstract> <title style='display:none'>Abstract</title> <p>Humanity has existed in special living conditions since March 11, 2020 when WHO declared COVID-19 a global pandemic. This coronavirus disease has already taken more than 6.55 million of people's lives from almost 625 million of officially confirmed cases of people infected around the world at the beginning of October 2022. Lot of university lecturers, teachers and researchers are concerned by new challenges in the education and science process. Therefore, many new recommendations and methodologies have been published for effective teaching in the pandemic time focusing on different forms of distance digital education. Certainly, the process has been actual for biological disciplines too where the biggest problems appeared with the organisation of field courses. Every country and even every university have been looking for optimal ways within their epidemic situation according to country restriction rules. Therefore, we have generalized this experience, as well as developed protocols on example of iNaturalist platform (<italic><ext-link ext-link-type="uri" xmlns:xlink="http://www.w3.org/1999/xlink" xlink:href="https://www.inaturalist.org/">https://www.inaturalist.org/</ext-link></italic>) for effective use of citizen science tools not just for distance learning of botanical cycle disciplines in the pandemic time and beyond, but also for collecting valuable data about plant distribution during this process. We present a future-oriented vision of the solution of biodiversity and sustainability education.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/jtes-2022-00142023-01-11T00:00:00.000+00:00Where is Nature? Where is Nature in Nature and Outdoor Learning in Higher Education? An Analysis of Nature-Based Learning in Higher Education Using Multispecies Ethnographyhttps://sciendo.com/article/10.2478/jtes-2022-0020<abstract> <title style='display:none'>Abstract</title> <p>The multiple crises of the 21<sup>st</sup> century once again highlight the significant role of sustainable education in all educational institutions. Particularly in higher education, the inclusion of nature and animals in the curricula is underrepresented. Using the method of Multispecies Ethnography, which recognizes the interconnectedness and inseparability of humans and other life forms of the more-than-human world, such as plants or animals, this paper discusses the presence of nature in online-based nature and outdoor learning in higher education. This study examines nature-based learning in higher education. It analyses the role of nature in the learning process in general and in sustainable education in particular. The results of the study show that a relationship with nature leads to a change in one's worldview, which is evidence of the methodological importance of introducing nature in the learning process. The results also illustrate that – despite digitalization – direct interaction with nature is essential for a paradigm shift in education.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/jtes-2022-00202023-01-11T00:00:00.000+00:00New Wine Needs to Be Put Into New Bottles: Legitimating Education for Sustainability in South Korea's Higher Education Institutionshttps://sciendo.com/article/10.2478/jtes-2022-0021<abstract> <title style='display:none'>Abstract</title> <p>The aim of the paper is to critically examine the practices of teaching and learning for the Sustainable Development Goals (SDGs) in the context of higher education institutions (HEIs) in South Korea (Korea). With the use of a case study, this paper offers a close examination of the practices carried out at Seoul National University and Kyung Hee University in Korea, focusing on how the SDGs are embedded in teaching and learning for sustainable development and identifying barriers and challenges in the process. A few specific initiatives and curriculum developments to meet the SDGs have been identified, but their rhetorical visions and practices of teaching and learning contradict, resulting in little actual transformation. This study reveals the gap between the rhetoric and the reality of teaching and learning for the SDGs from the perspective of transformative learning and offers policy suggestions to provide a well-rooted practice of educating the SDGs in Korean HEIs.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/jtes-2022-00212023-01-11T00:00:00.000+00:00Who is the ‘Guardian of the Sea’? A Narrative Practice Approach Analysis of a Short Story Book for Six to Eight Years Old on the Main Character's Environmental Identity Constructionhttps://sciendo.com/article/10.2478/jtes-2022-0018<abstract> <title style='display:none'>Abstract</title> <p>This project used a story book for young readers (aged 6–8) to explore environmental identity features and their potential impact upon its young readers. A variety of different units of analysis from the narrative practice approach were employed to explore: a) how the story's narrative constructs the environmental identity of the main character; b) what kind of environmental identity it promotes and c) whether reading a story can be considered a ‘proxy’ of a ‘formative’ childhood experience in relation to the environment.</p> <p>The analysis showed a gradual construction of the main character's environmental identity; moving from passivity and ignorance to agency and knowledge. However, the notion of agency was rather limited to an individualistic agency that can potentially empower young readers to act on a local level without helping them to see environmental issues in a wider societal context.</p> <p>Finally, the idea of reading an environmental story as a ‘formative’ experience is discussed in relation to the aforementioned findings and to literature relevant within sustainability education pedagogies.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/jtes-2022-00182023-01-11T00:00:00.000+00:00Ecocriticism Course: Development of English Pre-service Teachers' Pedagogical Content Knowledge of Sustainabilityhttps://sciendo.com/article/10.2478/jtes-2022-0013<abstract> <title style='display:none'>Abstract</title> <p>To address a paucity of knowledge on a way to enhance pedagogical content knowledge of sustainability (PCKS), the authors of the study developed an ecocriticism course and investigated its impact on English pre-service teachers' PCKS. A mixed-method convergent research design was employed. Forty-seven pre-service English teachers at one of the English education departments in Indonesia joined the course and received a pre- and post-questionnaire survey of PCKS. They were also required to generate English instructional ideas related to environmental sustainability at the end of the course in the open-ended questionnaire. The survey and open-ended questionnaire data were analyzed using a paired-sample t-test and content analysis. The results informed that the English pre-service teachers' PCKS, knowledge to create and provide learning opportunities for English learners to enhance the learners' sustainability capacity, was developed in the course. Accordingly, to orient English teacher education institutions towards sustainability, an ecocriticism course is suggested to integrate into the curriculum.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/jtes-2022-00132023-01-11T00:00:00.000+00:00Ensuring the Child's Right to Communication With Both Parents in the Context of Parental Divorce: A Lithuanian Case Studyhttps://sciendo.com/article/10.2478/jtes-2022-0017<abstract> <title style='display:none'>Abstract</title> <p>Reflecting on the Sustainable Development Agenda 2030, which emphasises that progress in sustainable development depends on ensuring prosperity, and in line with the Sustainable Development Goal 3, which aims to promote the well-being of all age groups, including children, this study aims to examine the child's legitimate right to communicate with both parents in the context of divorce and support arrangements. Filling the gaps in previous research, our research problem is focused on analysing the impact on sustainability, the child's emotional well-being and the protection of the child's rights in the situation of parental divorce. Following the emergent approach, an instrumental case study design and a qualitative research strategy were employed using methods such as content analysis of legal documents and semi-structured interviews. The research questions addressed two dimensions of the analysis: the factors contributing to the exercise of the child's right to communicate with the separated parent; and violations of the child's rights where the child's right to communicate with both parents is not properly ensured or not at all ensured. The results of this study reveal that the parent living with the child after the divorce acts contrary to the best interests of the child, denying the child's inherent right to be raised and educated by both parents.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/jtes-2022-00172023-01-11T00:00:00.000+00:00What do We Know About Teacher Educators’ Perceptions of Education for Sustainable Development? A Systematic Literature Reviewhttps://sciendo.com/article/10.2478/jtes-2022-0003<abstract> <title style='display:none'>Abstract</title> <p>Teacher educators prepare prospective teachers to deliver Education for Sustainable Development (ESD) in schools. Lecturers’ personal perceptions of ESD guide them in this work. While there has been some research into lecturers’ perceptions of ESD in general, teacher educators as a group have been given scarcely any consideration. As groundwork for further research in this area, the research question that is the focus of this paper is: What do we know about teacher educators’ perceptions (understanding, attitudes, ideas about implementation) of ESD? We carried out a systematic literature review, including bibliographic analysis and qualitative content analysis of all the papers identified (N = 12). We found both broad and relatively limited understanding and mainly positive but also some negative attitudes. Common perceptions and/or experiences of barriers and drivers are set out below, as are reports on implementation. We conclude that further research is needed in this important field in order to develop measures to bring about systemic change in teacher education.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/jtes-2022-00032022-07-09T00:00:00.000+00:00When Our Will is Big, the Obstacles are Small!https://sciendo.com/article/10.2478/jtes-2022-0001ARTICLEtruehttps://sciendo.com/article/10.2478/jtes-2022-00012022-07-09T00:00:00.000+00:00Present and Future of Teacher Education Admission: Perspectives From Europehttps://sciendo.com/article/10.2478/jtes-2022-0011<abstract> <title style='display:none'>Abstract</title> <p>The article presents small-scale qualitative research that reveals the views of teacher education (TE) experts from different geographical regions of Europe on teacher education admission criteria (TEA) today and in the future world. This exploration would open the international debate on the future need to reinvent the TE, TEA, and rethink the qualities of the TE candidates in a sustainable TE framework for the wide diversity of European countries. Data were collected from ten experts using a qualitative questionnaire with eight open questions, including one multiple choice question. Inductive and deductive qualitative content analysis was performed on the qualitative data collected. This study gives voice to professionals in TE and TEA, allowing them to express concerns, perspectives, and visions of current and future TE and TEA. In light of the cultural, social, political, and educational context in several European countries, the findings illustrate the scope of similar and unique discourses that are considered crucial in educational politics and decision making on the national, regional and pan-European scale.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/jtes-2022-00112022-07-09T00:00:00.000+00:00Constructing a Transformative Sustainability Pedagogy: Teacher Empowerment for a Sustainable Futurehttps://sciendo.com/article/10.2478/jtes-2022-0002<abstract> <title style='display:none'>Abstract</title> <p>The article demonstrates an action research approach for constructing Transformative Sustainability Pedagogy (TSP) to empower teachers for a sustainable future. The starting point for the TSP was a Transformative Education for Gross National Happiness (GNH) teacher action research project in Bhutan (2010–2013) – a collaboration between the author, co-researcher and the Royal Education Council. Two Leadership Training Courses (LTC) were developed for teachers from seven schools based on critical/transformative pedagogy. The aim of the courses was to empower the teachers to carry out action research to infuse their schools with GNH principles and practices. The project concluded in 2013, and the results showed that the LTC transformative pedagogy and action research approach had successfully empowered teachers to act and promote GNH in their schools. Nine years on, the author re-analyzed the project data to identify the empowering pedagogical principles and construct TSP grounded in ecological principles and values.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/jtes-2022-00022022-07-09T00:00:00.000+00:00Reflection of Concept Modelling on Student Teachers’ Learning Experiences From a Primary Education Perspectivehttps://sciendo.com/article/10.2478/jtes-2022-0009<abstract> <title style='display:none'>Abstract</title> <p>It is important to be able to make better informed decisions about issues such as sustainability and climate change that have both personal and global impact as early as possible in life. Primary teachers have a significant role in supporting students’ learning and understanding of these concepts. One important teaching skill that needs to be improved for understand sustainable development is the creation of meaningful generalizations, including models. Therefore, the learning experiences of pre-service primary teachers (N = 28) in regard to modelling was our focus. The results of our case study indicated concrete and visual modes as most common in student teachers’ experiences and understandings of modelling. The symbolic mode is less in evidence and an understanding of gestural and verbal models is rather unambiguous. Thus, we see a need and the potential to improve teaching and learning experiences in teacher education about the modelling of complex concepts.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/jtes-2022-00092022-07-09T00:00:00.000+00:00Parental Engagement in Online Teaching and Learning During COVID-19 Pandemic: Implications for Sustainable Educationhttps://sciendo.com/article/10.2478/jtes-2022-0010<abstract> <title style='display:none'>Abstract</title> <p>The present study aimed at exploring the challenges faced by Jordanian parents and ways of support they provided to their children during online classes at the time of COVID-19 pandemic. It also aimed at investigating the difference between parental engagement in online education and two variables (i.e., school type and level of education). The researcher designed a questionnaire to collect the data from 181 Jordanian parents who were engaged in online education during the pandemic. The questionnaire consisted of 22 items, 15 items asked about challenges, and 7 items were related to parents’ support to their children. The results of this study revealed that parents reported pedagogical, personal, technical, and financial challenges during the pandemic. They also reported some ways of support to their children such as providing additional digital devices, explaining and completing new worksheets and assignments, and checking new required worksheets and assignments. The study provided some implications based on the obtained results.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/jtes-2022-00102022-07-09T00:00:00.000+00:00Climate Strikes and Curricula: Insights from Norwayhttps://sciendo.com/article/10.2478/jtes-2022-0008<abstract> <title style='display:none'>Abstract</title> <p>In this article, the author analyzes environmental pedagogy in the Norwegian curricula for environmental and sustainability education from 1997 to 2020. The author investigates how climate-striking youth evaluate the outgoing curricula through a survey in which 88 respondents participated. The survey reveals that young climate activists demand a more action-oriented education that emphasizes political change. The author discusses the findings against the background of radical eco-pedagogy and the works of Richard Kahn, Chet Bower, and David Orr and concludes that the youth striking against climate change is practicing the curriculum they are asking for and that schools should welcome the strikes.</p> </abstract>ARTICLEtruehttps://sciendo.com/article/10.2478/jtes-2022-00082022-07-09T00:00:00.000+00:00en-us-1