Journal of Education for Sustainable Development Studies
Reconceptualising Summative Assessment for Sustainable Design and Technology Teacher Development in Zimbabwe
Student wellness and professional competence in Design and Technology (D&T) within Continuous Professional Teacher Development Programs (CPTDPs) are influenced by the design and implementation of summative assessment (SA). While conventional assessments often emphasise rote learning, sustainable and technology-enhanced approaches can foster higher-order skills, creativity, and real-world problem-solving aligned with national development priorities. This study investigated the nature of SA practices in D&T CPTDPs in Zimbabwe, explored students’ and facilitators’ perceptions of their effectiveness, and identified strategies to enhance assessment in line with sustainability pedagogy, technological integration, and Education 5.0 and Vision 2030 objectives. A qualitative, narrative inquiry approach was employed, involving interviews with facilitators, focus group discussions with students, and document analysis of assessment policies, moderation reports, and curriculum materials. Data were analysed thematically and interpreted through the lens of the Technological Pedagogical Content Knowledge (TPACK) framework and sustainability pedagogy, providing insights into both educator capacity and the alignment of assessment with sustainable, higher-order competencies. Findings indicate a persistent dominance of traditional, examination-focused SA, supplemented inconsistently by project-based and applied tasks. Participants reported that conventional assessments constrained creativity, problem-solving, and sustainability-oriented learning, although instances of practical, community-based tasks demonstrated partial alignment with intended outcomes. Barriers included limited technological competence, insufficient institutional support, and constrained assessment literacy. Strategies for improvement highlighted the need for multimodal, technology-enhanced, and authentic assessments, coupled with professional development, policy alignment, and infrastructure support. In conclusion, while current SA practices provide a baseline for evaluating learning, reforms are required to foster higher-order, sustainable competencies in D&T. Integrating technology, sustainability principles, and supportive institutional frameworks can enhance student learning, innovation, and alignment with national priorities, providing actionable guidance for educators, institutions, and policymakers.
Continuous Professional Teacher Development
Copyright (c) 2026 Florence Sebele, Faith Nomathemba Tlou, Elphina Mhlanga https://creativecommons.org/licenses/by-nc/4.0
Digital Colonialism in AI-Enhanced Sustainability Education: A Decolonial Systematic Review
As artificial intelligence reshapes higher education globally, its integration into sustainability programs raises urgent questions about equity, epistemological justice, and the reproduction of colonial power structures through technological systems. Education for Sustainable Development (ESD) is premised on inclusive, justice-oriented pedagogy, yet the AI tools increasingly deployed in these programs originate predominantly from the Global North and embed Western epistemological assumptions. This study investigates how AI integration in higher education sustainability programs operates as a form of digital colonialism, creating systematic inequities that contradict ESD’s foundational commitments. We conducted a decolonial systematic review synthesizing 61 empirical studies identified through structured searches of ERIC, Scopus, Web of Science, IEEE Xplore, Education Source, and PsycINFO databases (2019-2024). Studies were selected using explicit inclusion and exclusion criteria, and findings were analyzed through a decolonial analytical framework informed by Santos’s epistemologies of the South and Mignolo’s concept of epistemic disobedience. Our findings expose three mechanisms of educational imperialism: institutional stratification, where elite universities achieve 84% AI implementation success versus 42% for under-resourced institutions serving marginalized communities; algorithmic violence, manifesting in 34% lower completion rates for students from formerly colonized regions; and epistemological erasure, as AI systems privilege Western scientific paradigms over traditional ecological knowledge. We reconceptualize the TPACK-AI framework as a tool for technological sovereignty, incorporating decolonial pedagogies, algorithmic resistance, and community-centered design. Without systematic decolonization of educational technology, AI integration risks accelerating the exclusion of Indigenous, Black, and Global South voices from environmental leadership. This research contributes strategies for institutions to resist digital colonialism through South-South cooperation, community-controlled technologies, and pedagogies that center rather than silence marginalized ways of knowing.
Copyright (c) 2026 Matthew Sauber https://creativecommons.org/licenses/by-nc/4.0
Confluence of Leadership Dynamics, Organizational Politics, and Faculty Morale and Its Impact in Higher Education: An Exploratory Case Study
This exploratory qualitative case study examines how leadership dynamics and organizational politics shape faculty morale and institutional readiness for Education for Sustainable Development (ESD) in a mid-sized self-financing college in South India. It analyses how organizational politics influence decision-making, role allocation, and administrative behavior, and how these processes affect faculty participation and institutional culture. The study further derives implications for leadership development and governance reform aimed at enhancing ESD readiness. Drawing on French and Raven’s Bases of Power (1959), McGregor’s Theory X–Y (1960), Schein’s model of organizational culture (1985), and contemporary ESD literature, the study triangulates reflective observations, semi-structured faculty interactions (n = 12), and institutional document analysis (2020–2024). Thematic analysis identified five core themes: administrative centralization, selective delegation, sponsorship politics, cultural inconsistency, and declining faculty engagement. Centralized decision-making and opaque delegation practices reduced faculty autonomy, generated role ambiguity, and redirected effort toward political navigation rather than academic innovation. Conversely, transparent communication, participative governance, and recognition of expert competence were associated with higher levels of trust, engagement, and capacity to integrate sustainability into teaching and institutional practice. The findings suggest that ethical, competence-based, and participative leadership is essential not only for sustaining faculty morale but also for enabling institutional transformation toward ESD. Accordingly, recommendations include governance reform, leadership capacity building, transparent administrative processes, and mechanisms for monitoring organizational climate, which function synergistically to counteract politicized work environments, reinforce ethical and transformational leadership, and strengthen organizational commitment, academic productivity, and the long-term sustainability of higher education institutions.
Copyright (c) 2026 N. Fathima Thabassum https://creativecommons.org/licenses/by-nc/4.0
From Care to Citizenship: Rethinking Early Childhood Education Through the Lens of Sustainability and Participation
Education for active citizenship constitutes a central pillar of contemporary educational policies at both international and national levels. In Greece, recent legislative initiatives and the new curriculum “Actions of an Active Citizen” (Government Gazette 6048/B'/1-11-2024) introduce 17 thematic areas aligned with the Sustainable Development Goals (SDGs), implemented from preschool to upper secondary education. The main objective is to establish active citizenship as a concept and pedagogical practice, promoting democracy, cooperation, and social responsibility. This study focuses on early childhood education and explores how preschool teachers in the Cyclades (North Aegean, Greece) design and implement active citizenship projects within this curriculum framework, as well as how they evaluate their effectiveness. The research aims to capture pedagogical practices that foster democratic learning and sustainable development through participation, collaboration, and the engagement of both the school and the local community. Specifically, it examines how they conceptualize the notion and pedagogical role of active citizenship in early childhood education, what forms of pedagogical practices and activities they implement, and what challenges or needs they identify for the effective integration of active citizenship into their educational practice. The study was conducted during the 2024–2025 school year and targeted all preschools across the Cyclades islands. Data were collected through a structured questionnaire and were analyzed using SPSS v.29. The results indicated that preschools can serve as living laboratories of democracy and social transformation. Through intentional, reflective pedagogy, active citizenship becomes a way of life within the educational experience. Early childhood emerges as a fertile ground for nurturing values such as empathy, solidarity, and responsibility. The case of the Cyclades illustrates how small school communities can function as micro-democracies, where children learn to listen, collaborate, and care for their shared world.
Copyright (c) 2026 Zoi Apostolou https://creativecommons.org/licenses/by-nc/4.0
Interdisciplinary Integration of Sustainable Development Goals in Secondary Education
This qualitative study examines the role of teacher collaboration in integrating the Sustainable Development Goals (SDGs) into interdisciplinary secondary education in Azerbaijan. A total of 157 educators and school leaders from 20 schools participated in in-depth interviews, providing insights into their knowledge of SDGs, collaboration practices, and perceived institutional support. The study identifies that while educators demonstrate a general awareness of the importance of sustainability, their initial understanding of the SDGs is often vague or incomplete. Once clarified, participants recognized that many of their existing practices already align with SDG competencies, albeit unintentionally. The findings highlight several critical barriers to effective SDG collaboration, including heavy emphasis on exam-driven instruction, limited practical training, inconsistent communication, and scarcity of instructional resources aligned with local language and classroom needs. The Ministry of Education’s requirement for schools to prepare sustainability-themed action plans has increased visibility of SDG-related initiatives; however, teacher engagement in planning and interdisciplinary collaboration remains limited due to administrative centralization of responsibilities. The study proposes a comprehensive teacher development framework emphasizing SDG literacy enhancement, structured collaboration, and interdisciplinary pedagogical innovation. Practical implications include the need for systematic professional development, distributed leadership models, and deeper community participation in sustainability initiatives. The findings further contribute to theoretical perspectives on sustainable education by highlighting how shared vision and institutional support facilitate interdisciplinary teaching practices. This research advances understanding of the contextual challenges and opportunities for SDG education in post-Soviet educational systems and underscores the importance of empowering teachers as proactive change agents in promoting sustainability across the curriculum.
Professional Development for Sustainability
Copyright (c) 2026 Rena Alasgarova, Eltaj Maharramova https://creativecommons.org/licenses/by-nc/4.0
Questionnaire Design and Validation to Measure the Effectiveness of the Outcome-Based Teaching-Learning Process
In outcome-based education, the learners know what is expected of them after the course completion. The learners here are responsible for their learning process, which increases their active learning, self-learning, collaborative learning, higher-order skills, and, in turn, life-long learning skills. This paper is designed to develop a questionnaire that measures domain-dependent and domain-independent skills like self-learning, active and collaborative learning, higher-order thinking, and the learners’ satisfaction and continuous updating of the curriculum for the proposed outcome-based teaching-learning process. It also serves as a template for the steps needed to design and validate a questionnaire. During the design of the questionnaire, the content validity was established by five experts, and the CVI value of the items considered was ≥ 0.80. After designing the questionnaire, the proposed methodology was implemented and validated on the undergraduate BTech learners of “Seemanta Engineering College” as a pilot study. The preliminary and factor analysis results were applied to 220 learners, and the results were significant. The confirmatory results (RMSEA = 0.049, CFI = 0.963, TLI = 0.957, and SRMR = 0.036), considering 436 learners, also validate that the designed questionnaire is reliable and valid to measure the effectiveness of the teaching-learning process. This paper will guide the researcher step by step to design and validate the questionnaire, thus improving the quality of research.
Copyright (c) 2026 Jyotiprava Mohanta, Shyamal Kumar Das Mandal https://creativecommons.org/licenses/by-nc/4.0
From Stated Knowledge to Certainty of Thought: A Study on Four-Level Tests in Mathematics Teaching
Traditional approaches to assessment in mathematics are often limited to measuring final results, without providing sufficient insight into students’ cognitive processes and confidence in their answers. The Four-Tier Diagnostic Test (FTDT) represents an innovative assessment instrument designed to evaluate not only the correctness of knowledge but also students’ confidence levels, reasoning accuracy, and ability to distinguish between accurate understanding and misconceptions. This study aims to analyze the application of FTDT in mathematics teaching, focusing on identifying conceptual difficulties and the structure of students’ beliefs regarding their knowledge. The research was conducted with 70 lower secondary school students from “Heronjtë e Lumës” in Vërmica, Prizren, Kosovo, through a specially designed diagnostic instrument covering topics such as algebra, geometry, probability, and statistics. Data were analyzed using descriptive and inferential statistics, including Chi-square, Pearson correlation, and t-tests, supported by qualitative analysis of reasoning patterns. The results revealed that the FTDT enables a precise distinction between errors caused by lack of knowledge, uncertainty of thought, and persistent misconceptions. Students were classified into three cognitive profiles: those with stable knowledge, those with unstable knowledge, and those with strong misconceptions. A significant positive correlation (r = .66, p < .001) was found between confidence in answers and reasoning, confirming that confidence is a reliable indicator of conceptual stability. The findings demonstrate that FTDT serves as a valuable diagnostic and pedagogical tool for mathematics teachers, supporting the design of personalized teaching strategies and targeted interventions. This study contributes to the growing body of research emphasizing diagnostic assessment as a cornerstone for improving the quality and sustainability of mathematics education. Ultimately, the ability to gauge one’s certainty accurately is essential for making informed, sustainable decisions in complex, real-world problem-solving scenarios.
Copyright (c) 2025 Senad Orhani https://creativecommons.org/licenses/by-nc/4.0
Making Green Schools a Reality through Economically Sustainable Strategies
The imperative to “learn to live sustainably” is widely recognized, yet environmental concerns remain marginal within mainstream educational systems across the globe. Education, as identified by UNESCO, is both a foundational pillar of sustainable development and its principal enabler, capable of shaping attitudes and competencies necessary for effective climate action and resource management (UNESCO, 2024). Green Schools exemplify this integration by employing a whole-institution approach to embed sustainability within teaching, operations, governance, and community engagement, empowering learners and all school stakeholders to address complex social, economic, and environmental challenges. This study aims to guide policymakers, school administrators, and education managers in adopting economically sustainable strategies for the realization of Green Schools. The research employed a qualitative methodology, combining systematic literature review of academic publications, policy reports, and institutional case studies discussing the environmental, social, and economic dimensions of sustainable schooling. To enhance contextual relevance, the study also incorporated case studies of schools in India that have successfully implemented green initiatives, using semi-structured interviews and surveys with administrators, teachers, and students to capture firsthand experiences and perceptions. Key findings indicate that the sustainable transformation of schools is facilitated by four core strategies: developing multi-sector partnerships, reinvesting operational cost savings, leveraging strengths-based models to integrate sustainability across disciplines, and employing cost-effective technologies that reduce environmental footprints while fostering financial resilience. Notably, case examples illustrate how these strategies—when adopted collectively—embed environmental responsibility throughout school governance, operations, curriculum, and community relationships. The study concludes that actionable, economically sustainable models empower all members of the school community, from leadership to learners, to participate actively in advancing Education for Sustainable Development (ESD) goals. By presenting replicable best practices and mechanisms for continuous improvement, this research contributes practical insights for schools worldwide seeking to align their educational environments with global sustainability objectives.
Copyright (c) 2025 Meenal Arora https://creativecommons.org/licenses/by-nc/4.0
Effectiveness of the Structured Teaching Programme on Water Conservation Methods among School Children at a Selected Private School, Coimbatore
Water conservation has emerged as a critical global concern owing to rising demand, rapid population growth, urban expansion, and climate change impacts. India is particularly vulnerable, with many regions experiencing frequent water shortages, which underscores the role of education as a key approach for sustainable resource management. Within the framework of Education for Sustainable Development (ESD), it is essential to equip young learners with environmental knowledge, positive attitudes, and practical skills that foster responsible behaviours. The present study was undertaken to examine the effectiveness of a structured teaching programme (STP) on water conservation among school children. A pre-experimental one-group pre-test and post-test research design was employed with 100 students aged 14–16 years, purposively chosen from classes IX to X in a private school in Coimbatore. Data collection was carried out using a validated knowledge, attitude, and practice (KAP) tool comprising 15 multiple-choice questions to assess knowledge, 10 attitude statements, and 10 practice-related items scored on a five-point Likert scale. The intervention involved structured teaching sessions that combined interactive discussions, visual aids, and activity-based learning strategies. Statistical analysis was performed using SPSS version 26.0 with descriptive measures and paired t-tests. The findings demonstrated significant improvement across all domains. Knowledge scores rose from 7.5 to 12.8, attitude scores from 30.1 to 41.7, and practice-related awareness from 5.9 to 9.1, with all differences statistically significant at p < 0.001. Furthermore, 86% of students achieved knowledge scores above 10 after the programme, indicating effective knowledge acquisition. In summary, the study highlights that structured teaching is a valuable approach for enhancing awareness of water conservation in school settings. Embedding such interventions into the school curriculum can play an important role in advancing environmental sustainability and encouraging long-term behavioural change.
Copyright (c) 2025 Kavitha Vadamalraj, Fairoj Banu Abdullah, Gokila Devi Pandiyaraj, Goutham Prasad, Helna Rose Sabu, Irene Sara Peter https://creativecommons.org/licenses/by-nc/4.0
Evaluating the Balance between Quality and Quantity in Secondary Education in Tanzania: Challenges and Opportunities
Tanzania has expanded secondary education access over the past two decades through initiatives like the Secondary Education Development Program and Free Education Policy. While these reforms have significantly increased enrollment, concerns about educational quality persist. This study investigates how rapid enrollment growth has affected the quality of secondary education in Tanzania, particularly focusing on disparities in learning outcomes, teacher distribution, and infrastructure. A mixed-methods design was employed, combining quantitative analysis of government statistics (2015–2023) with qualitative data from interviews and focus group discussions in both urban and rural schools. Quantitative data assessed trends in enrollment, teacher-pupil ratios, and academic performance, while qualitative insights explored experiences of students, teachers, and administrators. Enrollment rose by over 50% between 2015 and 2023. However, this expansion coincided with overcrowded classrooms, underqualified teachers, and limited resources. Teacher deployment and learning outcomes remained uneven across regions. Participants highlighted systemic challenges, including a lack of functional laboratories, insufficient materials, and poor infrastructure. Despite these issues, emerging opportunities include ICT integration, community engagement, donor support, and reforms in the Education and Training Policy. Tanzania’s focus on universal access must be matched by targeted efforts to enhance quality. Key recommendations include investing in teacher training, infrastructure development, equitable resource allocation, digital learning, and accountability mechanisms. Achieving Sustainable Development Goal 4 requires a strategic balance between quantity and quality to ensure inclusive, equitable, and transformative education for all.
Copyright (c) 2025 Peter Mduwile, Dulumoni Goswami, Didymus Ibrahim, Janeth Lufunga, Niharika Baruah https://creativecommons.org/licenses/by-nc/4.0
Holistic Education: A Catalyst for Actualizing Sustainable Development Goals in Primary School Curricula
Education begins the day a child is born to the time of death. Inculcating the right attitude and perception about sustaining development goals (SDGs) should start in earnest, immediately after a child is born. Primary education is crucial to achieving SDGs and serves as the bedrock that determines the sustainability of other levels of education. Holistic education at the primary level is an indispensable factor that can help implement and achieve all 17 sustainable development agenda. This paper: i) enumerates the benefits of teaching SDGs at primary level of education, ii) reveals the constraints bedeviling the actualization of SDGs at the primary level of education, iii) demystifies the integration and application of holistic pedagogy in teaching and learning of sustainability in lesson content, iv) introduces holistic strategies as effective means of teaching SDGs (1, 2, 3, 5, 6, 13, 14, 15, and 16), v) explains how and why holistic education is a lynch pin to the actualization of SDGs, vi) shows how to incorporate informal education into formal education in primary schools for sustainable development, and vii) presents language mix as a viable means to achieving SDGs. The paper concludes that to meet the 2030 SDGs agenda, primary education needs to prioritize: acquisition of sustainable development (SD) contents in classrooms; learning of SD-related skills; application of SDGs to life situations; inculcation of values and right attitudes towards SDGs; and utilization of learner-centred techniques in teaching and learning of SD topics. It was recommended that primary school teachers should expose pupils to holistic education that covers philosophical, social, environmental, economic, and emotional aspects, and pedagogical practices, rather than solely prioritizing the academic aspect for examination purposes.
Education for Sustainable Development (ESD)
Copyright (c) 2025 Folasade Esther Jimola, Graceful Onovughe Ofodu https://creativecommons.org/licenses/by-nc/4.0
Relationship Between High Levels of Teacher Preparation and Teacher Turnover and Its Impact on Sustainability of Education Systems in Public Secondary Schools in Bushenyi Ishaka Municipality, Uganda
This study examines the relationship between high levels of teacher preparation and teacher turnover in public secondary schools in Bushenyi–Ishaka Municipality, Uganda. Low levels of teacher turnover, which can be achieved through high levels of teacher preparation and support, lead to a more inclusive and equitable quality education and support teacher well-being. This ultimately contributes to a more sustainable and equitable educational environment through reduced disruptions. The study adopted a cross-sectional research design and employed a mixed-methods approach, integrating both quantitative and qualitative techniques within a single study. The target population consisted of 4,454 individuals, from which a sample of 367 respondents was selected using proportionate random sampling based on the number of teachers and students, calculated with Slovin’s formula. Data were collected using questionnaires and interview schedules. Quantitative data were analyzed through Pearson correlation and multiple regression analysis using SPSS software version 27.0. Qualitative data were analyzed through thematic analysis. Reliability was established through Cronbach’s alpha value of 0.872. Data was also analyzed through descriptive statistics like frequencies, means, and percentages. Results showed a strong negative correlation between high levels of preparation (HLP) and teacher turnover (r = -0.878, p < 0.05). This shows that teachers who have high levels of preparation tend to stay in their jobs. Multiple regression analysis was used to determine the influence of motivation on teacher turnover, which was significant at 64.5% (R² = 0.645). These results highlight the critical role of teacher preparation in reducing turnover, as well-prepared teachers tend to be more committed and satisfied with their work. Based on these findings, it is recommended that educational leaders implement comprehensive teacher training programs to enhance preparation and retention, thereby fostering a stable and effective learning environment for students.
Copyright (c) 2026 Tukahirwa Evas Bindeeba, Tukur Muhammad, Lucy Aja, Alex Behakanira Tumwesigye https://creativecommons.org/licenses/by-nc/4.0
Toward a Sustainable Future: Islamic Education Strategies to Cultivate Moral and Ethical Muslim Youth at ICC Muar Johor, Malaysia
Moral education plays a vital role in shaping students’ character and personality, guiding them to become individuals with noble character, a strong sense of responsibility, and high social awareness. The Indonesian Community Center (ICC) Muar, located in Johor, Malaysia, serves as an educational institution for children of Indonesian migrant workers at the elementary level. It holds a significant responsibility in embedding moral values through effective and sustainable learning strategies tailored to the unique needs of its students. This study aims to explore the strategies employed in Islamic education at ICC Muar in fostering a morally grounded Muslim generation. A descriptive qualitative research design was adopted, utilizing observation, interviews, and documentation as the primary data collection techniques. The findings reveal that ICC Muar integrates several key strategies in its moral education efforts: modeling by teachers who serve as moral exemplars, active and participatory learning methods, the use of interactive learning media, and the incorporation of religious and social activities that emphasize direct practice and application. These strategies contribute not only to students’ increased religious understanding but also to the internalization of moral behaviors in daily life, such as discipline, empathy, and social responsibility. The learning approach at ICC Muar is deeply rooted in Islamic values, creating a holistic and supportive educational environment. As a result, the institution successfully nurtures a generation of students who are not only intellectually capable but also possess strong moral integrity and spiritual depth, aligning with the broader goals of Islamic moral education.
Copyright (c) 2025 Anip Dwi Saputro, Devid Dwi Erwahyudin, Lasmi Lasmi, Sudarmadi Sudarmadi https://creativecommons.org/licenses/by-nc/4.0
The Impact of Digital Platforms on Moral Values: Investigating Opportunities and Challenges among Freshmen at UMYU Katsina
The use of digital platforms by freshmen in the Department of Science and Vocational Education at Umaru Musa Yar’adua University (UMYU), Katsina, regarding their moral convictions is examined in this study. A survey was completed by 200 freshmen chosen using simple random technique as part of a quantitative research approach. Through the questionnaire, data was collected regarding digital platforms use, its benefits and drawbacks, and its purported impact on moral values. A reliability test of the questionnaire was conducted using 30 respondents from a different department, yielding a Cronbach’s alpha of 0.85. Descriptive statistics like mean and standard deviation were used in the data analysis. Additionally, Spearman’s rank-order correlation was used to establish the link between digital platforms use and moral values. The results demonstrate that digital platforms significantly improve students’ communication skills, social relationships, and access to educational resources. However, there are also disadvantages, such as missed time, exposure to explicit material, and addiction, which may affect students’ moral conduct. It has been discovered that there is a moderately positive correlation between moral values and digital platforms use (r = 0.401, p = 0.001), indicating that changes in moral behavior are associated with increased digital platforms use. The poll has raised issues with cyberbullying, cybercrime, health issues, and the financial consequences of digital platforms use. Despite these challenges, respondents acknowledged the potential of digital platforms to foster empathy and raise environmental awareness. Given these results, the study suggests the establishment of digital literacy initiatives, digital platforms risk awareness campaigns, and tactics to encourage the utilization of digital platforms that is balanced in order to reduce its drawbacks and maximize its benefits.
Copyright (c) 2025 Fatima Atiku, Nasir Abba Yusuf https://creativecommons.org/licenses/by-nc/4.0
Enhancing Science Literacy in Secondary School Physics: A Systematic Review of Multimedia Integration Strategies and Resources
Empirical research shows that multimedia can be used to enhance science literacy through developing high-level cognitive skills such as problem-solving, hypothesis testing, decision making, self-reflection, and critical and creative thinking among students. This is a systematic review that aimed at exploring the common instructional designs and resources used when integrating multimedia in secondary school physics teaching, to enhance science literacy. The review involved a critical search of relevant studies from three scientific databases, including Dimension, EBSCOHOST, and Scopus. Manual search was also involved in the study. The search was limited to research articles published between January 2020 and May 2024. 1121 publications were identified by literature search. 243 publications were screened, whereby 66 of them were sought for retrieval. 27 publications were assessed as eligible for the study. Finally, 7 publications were found most relevant for inclusion in the study. The review found out that the instructional designs employed include: integration of virtual laboratories with traditional demonstration methods; integration of PBL with e-learning tools; integration of inquiry-based instruction with virtual simulations; integration of traditional methods with simulations; and integration of traditional lab, virtual lab, and simulations. Apart from desktop computers and projectors which have been noted to have been included in the studies, also multimedia tools like virtual laboratories, simulation software, and interactive multimedia applications have been identified. Therefore, in order to enhance science literacy in physics teaching, multimedia needs to be integrated with actual practical works to bridge the gap between theory and practice. Additionally, integrating multimedia learning with innovative pedagogies such as project-based learning (PBL) and inquiry-based instruction is effective for developing science literacy. Finally, it is important to incorporate collaborative learning and discussions when teaching with multimedia.
Copyright (c) 2025 Christer Burchard, Festo Nguru, Fortunata Kapacy Pembe https://creativecommons.org/licenses/by-nc/4.0
Science Curriculum Analysis in Terms of Sustainable Development Goals in Jordan
This study investigates the integration of Sustainable Development Goals (SDGs) within the science curriculum for grades one through eight, examining the extent to which social, ecological, and economic dimensions of sustainability are represented. Employing a descriptive qualitative approach, the research utilizes content analysis as its primary methodology. A specifically designed content analysis card served as the instrument to systematically analyze the science curricula for each grade level. The analysis revealed a significant gap in SDG inclusion, with 43 out of the 96 recognized SDGs entirely absent from the curriculum. Furthermore, the study’s findings highlight a strong emphasis on the environmental dimension of sustainable development. This dimension dominated the curriculum content related to SDGs, registering a frequency of 765 instances and accounting for 39.11% of all SDG-related content. While environmental sustainability was clearly prioritized, social and economic aspects of the SDGs received considerably less attention. In terms of grade-level distribution, the sixth-grade science curriculum demonstrated the highest degree of SDG integration, featuring 642 instances of SDG inclusion, representing 32.82% of the total. Conversely, the eighth-grade science curriculum exhibited the lowest level of SDG incorporation, with only 70 instances (3.58%). This disparity across grade levels suggests inconsistencies in the curriculum’s approach to sustainable development education. Based on these findings, the study proposes a series of recommendations aimed at enhancing the integration of all three dimensions of sustainable development (social, ecological, and economic) across all grade levels within the science curriculum. These recommendations seek to address the identified gaps and promote a more comprehensive and balanced approach to sustainability education, ensuring that students develop a holistic understanding of the SDGs and their interconnectedness. Further research could explore the pedagogical approaches used to teach these SDGs and assess student understanding of sustainable development concepts.
Copyright (c) 2025 Khitam Altawalbeh, Hadi Tawalbeh https://creativecommons.org/licenses/by-nc/4.0
Towards Greening the Higher Education Curricular for Sustainable Development: The Zimbabwe Context
Planet Earth is grappling with the pangs of climate change and natural disasters across the globe. Humanity has to keep pace with the ever-changing socio-economic and natural challenges and plan for a sustainable future. Environment conservation is paramount for sustainability. It is against this backdrop that this study was carried out. The main thrust was to develop sustainable strategies to be employed by Higher Education Institutions (HEIs) in a bid to spearhead environment conservation and natural disaster risk management in communities for a more sustainable future. HEIs can leverage their academic muscles and modern technological tools like Artificial Intelligence (AI) and the Internet of Things (IoT) to green their curricula, pedagogies, and assessment mechanisms to produce conservation astute graduates who can generate practical knowledge-driven solutions to societal problems and generate socio-economic empowerment from the natural resources abound in Zimbabwe, leveraging on the Heritage based Education system anchored on Education 5.0 which emphasizes industrialization and innovation. The study employed the Hermeneutic Phenomenology design situated in the interpretivist paradigm and used systematic literature review, and document analysis to collect data which was thematically analysed to design a framework for greening the curricula across different learning disciplines, especially those not directly linked to environmental issues. The study also envisaged a holistic approach incorporating various stakeholders within and without education circles. Conclusions drawn include the prospect of making HEIs vehicles for change and awareness creation by effecting the curriculum development strategies suggested. Recommendations include explicitly including environmental issues in all curricula, and engaging in multi-sectoral collaboration among curriculum designers, policymakers, examination bodies, and community personnel. The second part of the research focussed on presenting a framework that STEM educators can use to green their modules. The researchers argue that if every module is green then the whole curriculum would be green.
Copyright (c) 2025 Joseph Hlongwane, Doris Chasokela https://creativecommons.org/licenses/by-nc/4.0
Women Criminality and Education for Sustainable Development: A Study of Abraka Kingdom
This research investigates whether education influences women to engage in criminal activities in Abraka Kingdom for the purpose of sustainable development. It investigates whether socio-economic as well as educational factors increase women’s participation in criminal behaviour and how education can reduce crime rates and promote long-term development. This is done through interviews, surveys, analysis of secondary data. This work showed that poverty, lack of employment and limited educational access affect female involvement in criminal activities. Women with limited education are more likely to steal, deceive and sell sex to survive because of financial problems and limited options. It says education prevents issues because it gives women the skills to get jobs, start businesses and fulfill social duties. The result indicates that education and job training for women is needed to empower them and reduce their risk of criminal activity. The study highlights constraints such as limited geographical scope, reliance on self-reported information and lack of long term analysis. The research found improving women’s education is essential to reduce female criminal behaviour and promote long-term sustainable development. It suggests policy measures, community education and government support for programs promoting women’s empowerment. Continuation studies should consider other locations, use long-term research methods and examine the effects of institutional policies on female criminals. To fill these gaps society could use education to prevent crime and promote sustainable development. The study contributes to conversations about gender, crime, and education by recommending measures to promote educational and socio-economic progress of women in Nigeria and other countries.
Copyright (c) 2025 Lilian O. Itoje-Akpokiniovo, Omoriwhovo Enoch. O, Great Iruoghene Edo https://creativecommons.org/licenses/by-nc/4.0
Evaluation of Community Perception on the Adequacy of Infrastructure for the Implementation of the Physics Curriculum Using Davis Process Model among Unity Colleges in North Central Nigeria: Implications on Education for Sustainable Development
This study evaluated community perception on the adequacy of infrastructure for the implementation of the Physics curriculum using the Davis process model among unity colleges in North-Central Nigeria. The study employed a descriptive survey research design. Six thousand four hundred and twenty-nine (6,429) community members across all Unity colleges in North-Central Nigeria make up the study’s population Purposive sampling was employed to select Niger, Nasarawa, and the Federal Capital Territory out of the seven states in North-central, Nigeria. This is because, the states selected shares boundary and have common characteristics. A sample size of 385 community members were randomly selected from the Unity colleges in the three selected states after forming them into strata for used in the study. A researcher-developed questionnaire based on the Davis Process Model was used for data collection. It was validated by three experts. A reliability coefficient of 0.86 was found after the questionnaire underwent a trial test and the data were statistically analysed using the Cronbach Alpha Correlation Formula. Mean and standard deviation was used to answer the research question while Mann-Whitney U-Test was used to test the hypotheses The findings of the study revealed that. Community members perceived that, there is inadequacy of infrastructure for the implementation of the Physics Curriculum based on the Davis Process model. The findings of the study also discovered that, both male and female members of the community perceived that, infrastructure is inadequate for implementing the Physics Curriculum. The findings are threats to Education for Sustainable Development (ESD) this is because, the community perceived inadequacy of the available infrastructure for driving curriculum implementation It was recommended that community members should notify the government and stakeholders on the observed lapses, for immediate action to promote ESD.
Copyright (c) 2025 Bayo Michael Fadipe https://creativecommons.org/licenses/by-nc/4.0
Education for Sustainable Development (ESD) and Global Citizenship for India
This research paper explores the pivotal role of education in advancing sustainable development goals (SDGs) through an in-depth analysis of various indices, initiatives, and frameworks utilized to monitor progress and catalyze action. Beginning with an overview of the SDGs as a global blueprint for achieving a more equitable, prosperous, and sustainable world by 2030, the paper digs deep into the involved interaction between education and sustainable development. Central to this research is the examination of tools such as the Social Progress Index (SPI) and the SDG India Index, which provide comprehensive assessments of societal progress vis-à-vis the SDGs, offering decision-makers and stakeholders valuable insights into areas of strength and areas requiring intervention. The paper spotlights India’s pioneering initiative, the SDG India Index, which tracks progress at the state level across 13 out of the 17 SDGs, demonstrating how countries adapt global frameworks to address national priorities and challenges. Emphasizing education’s transformative potential, this investigation explains how early childhood, primary, and secondary education serve as catalysts for social, economic, and environmental progress, fostering critical thinking skills and instilling values essential for addressing complex global challenges. Furthermore, the paper emphasizes the SDG India Index’s role as a catalyst for change, facilitating evidence-based policymaking, fostering accountability, and mobilizing stakeholders towards shared goals, highlighting the existing data gaps, particularly concerning Goals 12, 13, and 14, emphasizing the need for strengthened statistical systems to ensure accurate assessment and effective interventions.
Copyright (c) 2024 Atasi Mohanty, Ashraf Alam, Aashish Mohanty https://creativecommons.org/licenses/by-nc/4.0
Greening the Campus: Strategies for Sustainable Transformation in Higher Education
This article investigates strategies for achieving sustainable transformation within higher education, specifically centered on ‘Greening the Campus.’ As environmental challenges intensify, universities are pivotal in promoting sustainable practices across their operations and educational frameworks. This study highlights successful initiatives implemented by various institutions, particularly within engineering disciplines, showcasing best practices while addressing the challenges faced and the overall effects on campus culture and community engagement. Utilising a mixed research approach, which includes a thorough literature review and case studies of universities recognised for their sustainability efforts, we identify several key strategies. The study is a case study of the electrical and mechanical engineering departments, and 30 students and 10 lecturers were sampled. These include increasing energy efficiency, encouraging sustainable transportation solutions, and infusing sustainability principles into engineering curricula. Findings reveal that institutions prioritizing sustainability not only minimise their ecological footprint but also cultivate a heightened sense of awareness and responsibility among students and staff. Furthermore, the discussion emphasises the critical role of leadership commitment and active stakeholder involvement in advancing sustainable initiatives, particularly within engineering programs. The conclusion advocates for a comprehensive approach to sustainable transformation, urging higher education institutions to embed these strategies within their culture and curricula. By doing so, universities can contribute meaningfully to global sustainability objectives while preparing students to tackle pressing environmental challenges. The overarching message is clear: a commitment to greening the campus fosters an environment that not only supports ecological stewardship but also inspires the next generation of engineers and leaders to face global sustainability challenges head-on.
Copyright (c) 2025 Doris Chasokela https://creativecommons.org/licenses/by-nc/4.0
Addressing Students’ Challenges in Acquiring Trigonometric Function Concepts: A Didactic Approach to Education for Sustainable Development
The concepts of trigonometric functions constitute one of the main challenges that students face when studying mathematics in secondary and higher education. This paper addresses these challenges through a sustainable educational approach aligned with the principles of Education for Sustainable Development (ESD). The study identifies the main difficulties, such as graphical representation, real-life application of trigonometric functions and the conceptual understanding of angles and ratios. Through the methodology of observing students during lessons, weak points in the understanding of concepts such as the graphical representation of trigonometric functions, the use of trigonometric equations in real situations, and the difficulties arising from the lack of a clear connection between angles and ratios have been trigonometric identified. Based on these observations, didactic strategies have been proposed that include more interactive methods and the use of technology to improve student’s skills. The results of this study suggest that a new didactic approach, based on concrete examples and practical experience, helps to create a more stable and in-depth understanding of trigonometric functions. The findings of this study contribute to the development of educational practices focused on ESD, supporting students’ capacity to adapt, innovate, and engage in complex problem solving within mathematics education. Through a didactic approach that focuses on advanced teaching methods and the use of educational technology, this paper offers recommendations for improving teaching practices to facilitate the acquisition of complex mathematical concepts.
Copyright (c) 2024 Senad Orhani https://creativecommons.org/licenses/by-nc/4.0
STEM Knowledge Awareness among Higher Secondary School Students
Educators in the twenty-first century need to think of innovative ways to engage and prepare students for current and future challenges while cultivating an interest among students in STEM disciplines. This study sought to investigate students’ STEM knowledge awareness and the level of STEM knowledge awareness among higher secondary school students. Only higher secondary level students which engaged in imparting higher secondary school education in the class of twelfth included. The study focused on the higher secondary level education with Tamil Nadu state board education. This study main objectives were to find out the level of STEM knowledge awareness among higher secondary school students, to find out whether there is any significant difference in STEM knowledge awareness of higher secondary school students owing to differences in Parents’ Educational status and to find out whether there is any significant difference in STEM knowledge awareness of higher secondary school students owing to differences in Type of school. This study employed a survey measure design and a simple random sampling technique. An instrument such as standardized tool STEM knowledge awareness was used for data collection from the sample of 204 higher secondary school students around Karaikudi in Sivaganga. Data were taken using Questioner. Data were analyzed using descriptive analysis. The tool comprises 2 sections such as the demographic profile, and STEM knowledge awareness (16 statements). Raw data from the questionnaires was digitised, manually coding them using SPSS statistical analysis software. The statements under the usage of the Internet were measured using a 5-point Likert scale consisting of 5 Strongly Agree, 4 Agree, 3 Neutral, 2 Disagree, and 1 Strongly Disagree. The study’s findings reveal no significant difference and a favourable level of awareness of STEM knowledge among higher secondary school students.
Copyright (c) 2024 P. Tamil Selvan, G. Kalaiyarasan https://creativecommons.org/licenses/by-nc/4.0
Preservice Teacher Perceptions of School Field Introduction Program for Achieving Sustainability in Education: A Survey at Universitas Ahmad Dahlan
School field introduction program is intended to solidify academic and educational field competencies through various activities in schools. The aim of this research is to analyze the various responses of students in the Elementary School Teacher Education Study Program at Universitas Ahmad Dahlan towards the School Field Introduction Program (PLP) II, and to identify internal and external factors that can act as supports or obstacles for students in the implementation of the PLP II program in partner schools or laboratory schools for achieving sustainability in education. This research is quantitative with a descriptive approach and utilizes a survey method. The population of this research includes active odd-semester students in the Elementary School Teacher Education Study Program at Universitas Ahmad Dahlan, class of 2016, totaling 324 students. The sample size was determined using the Slovin formula with a 5% margin of error, resulting in a sample size of 179 student respondents. Data collection was conducted online using a questionnaire. The collected data was analyzed descriptively and presented in percentages using SPSS. The results of this study show that the responses of students in the Elementary School Teacher Education Study Program at Universitas Ahmad Dahlan towards the PLP II program are categorized as very high, with a percentage of 42.5%. The research findings on internal and external factors are also categorized as very high, with percentages of 58.9% and 62.0%, respectively, indicating that internal and external factors can serve as support for the PLP II program. Thus, this research can serve as a benchmark for the success of students in implementing the PLP II program for achieving sustainability in education.
Copyright (c) 2024 Fitria Ningsih, Panji Hidayat, Ega Asnatasia Maharani, Satrianawati Satrianawati https://creativecommons.org/licenses/by-nc/4.0
Perceived Influence of Child Labour on Learning Performance of Junior Secondary School Students in Rivers State for Sustainable Educational Development in Nigeria
This study investigated the influence of child labour on the Learning performance of junior secondary school students for sustainable educational development Rivers State, Nigeria. A descriptive survey research design was used with a population of fourteen thousand, one hundred and sixty-seven students. The Taro Yamene formula yielded a sample size of 389. The researcher employed simple random sampling methods. The study was conducted with two research questions seeking answers to know how child labour influence junior secondary school attendance and how it influence the learning performance of these students in Obio-Akpor Local Government Area, Port Harcourt Rivers State, with two formulated hypotheses. The data was gathered using the “Influence of child labour on students’ learning performance Questionnaire”. Mean and standard deviation were used to answer the research questions, with the mean range determining the acceptability level as 2.50 to 3.49 and above, and the T-test statistic was used to test the hypotheses formulated at the 0.05 level of significance. It was discovered that Child labour demands that these students work long hours, leaving them with little or no time and energy to attend school, causing educational disruption with long-term effects on the child’s learning performance, Child labour was also discovered to cause physical and mental fatigue, which impairs the child’s ability to focus and concentrate on their academics. As a result, it was recommended that all children involved in child labour activities should have equal access to education while communities and individuals should be educated on the influence of child labour, Nigeria government should also eliminate poverty by creating employment opportunities for its population, which is seen as a leading cause of child labour, among others. This work will be a handy tool to educational administrators, counselors, parents, policy makers and other researchers.
Copyright (c) 2024 Ayodele Ebunolu Nwisagbo https://creativecommons.org/licenses/by-nc/4.0
Inclusivity and Sustainable Development: A Case for Zimbabwe Higher Education Towards the Universal Design University
Education for Sustainable Development (ESD) aims to transform society toward peace and sustainability by reorienting educational practices and learning experiences. The United Nations 2030 Agenda underscores the importance of quality education and ESD as vital components for driving the transformation of the global economy, as highlighted in its goals. In this framework, the Ministry of Higher and Tertiary Education, Innovation, Science and Technology Development (MHTEISTD) is actively implementing Education 5.0 in alignment with Sustainable Development Goal 4, which seeks to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.” To explore the integration of inclusivity and sustainable development principles within the context of Universal Design in Higher Education, a longitudinal cohort study was conducted. This research employed structured interviews with lecturers and students, alongside observations and facility reviews, to gather diverse perspectives on the current state of inclusivity in Zimbabwean higher education. The findings indicated that while all participants demonstrated some understanding of the concept of inclusive education, the actual inclusion of students with special needs was found to vary between inadequate and acceptable levels since the implementation of Education 5.0. Based on these findings, the study strongly recommends the formal enactment of the 2019 Inclusive Education Policy draft. This policy is crucial for establishing a clear implementation framework and action plan, which are necessary for enhancing the inclusivity of higher education. By doing so, it ensures that all students, regardless of their individual needs, have equitable access to educational opportunities, thereby fostering a more inclusive and sustainable academic environment in Zimbabwe.
Copyright (c) 2024 Kudakwashe Manokore, Zibulo Sibanda, Ntandoyenkosi Gwebu https://creativecommons.org/licenses/by-nc/4.0
Fostering Global Citizenship through ESD in Higher Education: A Study of International Student Mobility and Sustainability Awareness
This study investigates the intricate relationship between international student mobility and sustainability awareness within the context of higher education, emphasizing the role of Education for Sustainable Development (ESD) in fostering global citizenship. By employing a mixed-methods approach, we surveyed 300 international students from 20 different countries and conducted semi-structured interviews with 20 faculty members across 10 universities. Our findings indicate that international student mobility can significantly enhance sustainability awareness but primarily when ESD principles are effectively integrated into academic curricula. Specifically, students who engaged in programs infused with ESD reported a deeper understanding of sustainability issues and a stronger commitment to global citizenship. The study further reveals that faculty development plays a crucial role in promoting ESD within higher education settings, as instructors equipped with enhanced knowledge and skills in sustainability education are better positioned to transform curricula in meaningful ways. Additionally, institutional policies and frameworks are essential to creating an environment conducive to ESD, ensuring that programs prioritize global citizenship alongside academic performance. By drawing connections between mobility, sustainability awareness, and educational practices, this research underscores the necessity for universities to adopt strategic initiatives and collaborative efforts aimed at embedding sustainability into higher education curricula. In conclusion, this study offers valuable insights for policymakers, educators, and institutions, highlighting the imperative to strengthen ESD practices to cultivate a generation of informed global citizens. The implications of our findings aim to inspire actionable steps toward integrating sustainability within higher education, ultimately promoting a more equitable and sustainable future.
Copyright (c) 2024 Doris Chasokela https://creativecommons.org/licenses/by-nc/4.0
Sustainability in Science Education: A Bibliometric Analysis during 2000–2022
Sustainable has a better concept of human life amid natural limitations by always maintaining a balance of life in the social, economic, and environmental fields. One of the efforts that can be made in realizing the SDGs is through education. The concept of science and science education is considered a determining factor for achieving the SDGs. Several studies have explored the relationship between science learning in sustainability and its impact on the environment and learning outcomes. However, bibliometric studies that study in this field are still very rare, previous bibliometric studies have analyzed a lot about sustainability in the field of education both at the primary, secondary, and tertiary levels. The purpose of this study is to provide a bibliometric analysis of sustainability in science studies by analyzing documents published by Scopus. A sample of 797 documents through 2022 was analyzed. The data is processed and the results are graphically illustrated using VOSviewer software. The study analyzes the emergence of publications by year in the period 2000-2022, keyword trends, most cited references, most prolific sources, institutions, countries, and authors. In addition, the co-authorship status for the author, the country, and the distribution of author keywords are also analyzed and depicted in the form of a network visualization map in the form of lines and nodes. This research provides insights and future research opportunities on sustainability in science education.
Copyright (c) 2024 Sintia Mardita (Author) https://creativecommons.org/licenses/by-nc/4.0
Global Trends Research and Application of Green Chemistry and Education: A Bibliometric Analysis (1994–2023)
In the field of education, it has also been implemented into the school curriculum. An assessment of how we analyze the current state and trends regarding research into the application of green chemistry and education by completing a thorough bibliometric study for the time period 1994–2023. Studies in this field focus on the language used in journal publications, the level of development, the author’s keywords that are most often used, the journals that are often used as quotations, the most productive journal authors, the journals that influence researchers the most, which institutions are most productive, and which countries who is most active in research in this field. In the analysis section regarding bibliometric mapping, a total of 509 automatically selected peer-reviewed journals were obtained from data in Scopus. The results of the research show that: (1) manuscripts written in journals use English, (2) the top point publications in 2019 and 2020 were 51 papers, (3) green chemistry and education are the most frequently used keywords, (4) the work of (K., Alfonsi, Colberg J., Dunn P.J., Fevig T., Jennings S., Johnson T.A., Kleine H.P., et al. 2008), (J.H., Clark. 1999) as well as (M., Tobiszewski, Marć M., Gałuszka A., and Namies̈nik J. 2015.) and (M., Tobiszewski, Marć M., Gałuszka A., and Namies̈nik J. 2015.) is the most frequently cited document, (5) Yin J.; Goh T.-T.; Yang B.; Xiaobin Y., Nikou S.A.; Economides A.A., and Dessì D.; Fenu G.; Marras M.; Reforgiato Recupero D. is the most important author, (6) Journal Green Chemistry, and Journal Sustainability Switzerland are among the best journals, (7) University of Toronto, Universität Bremen, and University of York are among the top journals, and (8) Canada and Germany are the most important countries.
Copyright (c) 2024 Laurensia Laurensia (Author) https://creativecommons.org/licenses/by-nc/4.0
The Influence of Green Chemistry Activities on Students’ Environmental Care Attitudes
This study aims to investigate the effect of green chemistry activities on students’ environmental care attitudes. A quasi-experimental with a pretest-posttest control group design was used in this study. The participants were 44 eleventh-grade students at a public school in West Java, Indonesia. Two intact classes were randomly assigned to the control group (n=19) and the experimental group (n=25). Control group students carried out traditional experiments, while experimental group students carried out green chemistry experiments. The data obtained were analyzed using independent samples t-test and paired samples t-test. The results of the independent samples t-test (ɑ=5%) show that the p values obtained for the pretest and posttest scores are 0.189 and 0.037, respectively. In addition, the results of the paired samples t-test indicated that the p-values for the control and experimental groups were 0.349 and 0.000, respectively. This shows that there is a significant difference in the environmental care attitude score between the two groups in favor of the experimental group. The experimental group also showed a greater increase in scores than the control class after treatment. It can be concluded that green chemistry experiments and activities are effective in promoting the environmental care attitudes of eleventh-grade students on the topic of acids and bases. It is suggested to teachers use the green chemistry curriculum on other topics to improve student learning.
Copyright (c) 2024 Denisa Ajeng Retno Anggraeni, Moersilah Moersilah (Author) https://creativecommons.org/licenses/by-nc/4.0