Educational Ecology: Examining the Interplay of Teaching Strategies, Resources, and Guidelines in Integrating EE/ESD into Life Science Curriculum
Integrating EE/ESD into Life Science Curriculum
Abstract
This study aims to examine the intricate dynamics of integrating Environmental Education and Education for Sustainable Development (EE/ESD) into the Life Science curriculum, emphasizing the interplay among diverse teaching strategies, resources, and guidelines in this integration process. The study utilized a qualitative interpretive design, comprising interviews with four Life Science teachers, observations of three teachers teaching EE/ESD-related topics and discussions with three Life Science subject advisors. The findings indicate a significant disparity between teachers' theoretical comprehension and the practical application of EE/ESD procedures, as well as deficiencies in resources and an absence of defined curriculum guidelines designed to accommodate varied teacher requirements. This study recommends for the formulation of tailored guidelines, specialized training programs, and cooperative platforms. These actions are essential for improving the educational ecosystem and guaranteeing the successful integration of EE/ESD. Addressing these problems is essential for achieving a more effective integration of EE/ESD within the Life Science curriculum. In doing so, we make a substantial contribution to the overarching dialogue on environmental education within the academic sphere.
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