Addressing Challenges and Implementing Professional Development for Integrating Education for Sustainable Development into Life Science Education
Integrating Education for Sustainable Development into Life Science Education
Abstract
Abstract
Goal 4 of the United Nations Sustainable Development Goals (UNSDGs) emphasizes the need for Education for Sustainable Development (ESD) in formal school settings and stresses the urgency of providing teachers with professional development to improve education quality by 2030. This article explores challenges faced by Life Science teachers, particularly in grade 11, in integrating EE/ESD into their curriculum. Using a qualitative research design with an interpretivist paradigm, the study used purposive sampling to gathers insights from four grade 11 Life Science teachers and three Life Science Subject advisors from Vhembe East district in Limpopo province, South Africa, through face-to-face interviews. Data were analysed thematically, supported by literature review and two theories underpinning this study. The findings reveal substantial challenges, encompassing curriculum and pedagogical issues, along with support-related challenges. Additionally, the study identifies a lack of tailored professional development mechanisms and opportunities for integrating EE/ESD into the Life Science curriculum. The findings emphasize the need for policymakers and education stakeholders to design context-specific professional development frameworks, emphasizing ongoing, inclusive initiatives to empower Life Science teachers with essential knowledge and skills, bridging the existing gap.
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