Speaker
Dr
Dury Bayram
(Eindhoven University of Technology)
Description
Education for Sustainable Development (ESD) equips learners with the knowledge, skills, and values for a sustainable future, yet remains limited in science curricula. This study explores: What are science teachers' views on student competences in ESD? How do they prioritize or dismiss these competences in their teaching? Using Q methodology and KADE software, we identified three factor arrays. Across all arrays, critical thinking and systems thinking were valued, though to varying degrees, while political agency was consistently seen as less important. Understanding these perspectives is crucial for shaping effective policies and frameworks.
| Education level | Pre-service and in-service teacher education |
|---|---|
| Physics topic | Interdisciplinary topics |
| Research focus | Other |
| Research method | Mixed method (qualitative & quantitative) |
| Organizing preference criteria | Track |
Author
Ms
Tuba Stouthart
(Eindhoven University of Technology)
Co-authors
Dr
Dury Bayram
(Eindhoven University of Technology)
Prof.
Jan van der Veen
(Eindhoven University of Technology)
