Despite global interest in inquiry as a teaching and learning approach for school geography, little is known about teachers' knowledge and beliefs for teaching geography through inquiry. This paper reports on findings from a survey of 44 Victorian secondary teachers' knowledge, beliefs and practice of teaching geography through inquiry. Our…

Students in higher education require the skills and knowledge to creatively solve some of the pressing social, economic, and environmental issues confronting humanity. In 2015, the United Nations and its member states developed the Sustainable Development Goals (SDGs) to address complex global issues and systemic barriers to achieving sustainable…

There are well-documented justice-related issues in engineering education. How do teachers begin to develop a way of seeing forward in their teaching, both in how they understand their role and their hoped-for outcomes for students, in ways that bridge the goals of justice with required engineering disciplinary expectations? In this manuscript, we…

In environmental and sustainability education, critical thinking is important for the pluralistic teaching tradition, creating opportunities for student autonomy, deliberation and participation. However, focusing on student participation can also result in relativism or reproduction. Consequently, this article aims to investigate how different…

The 21st century's growing societal and environmental challenges are ubiquitous. The combination of knowledge, values, mindsets, and abilities needed to address these challenges requires educating society about the simultaneous pursuit of economic, environmental, and social goals as advocated by the United Nations' (UN) Sustainable Development…

This study, which investigates the pursuit of sustainable development through teachers' perspectives on environmental education awareness, has a global impact. In formal education, teachers play a critical role in delivering sustainable development content and fostering necessary skills to achieve Sustainable development Agendas (SGDs).…

Making the university and its teachers and students alike as sustainable entrepreneurs are central endeavours in this age of sustainable development today. This paper presents an in-depth case study to examine the development of sustainable entrepreneurship of Tsinghua University of China at institutional and curricular levels. The paper first…

This study explored the gaps between new kindergarten curriculum and engagement of personnel in real settings of Myanmar. We applied qualitative multi-level analysis through semi-structured interviews with 41 participants (curriculum team members, regional/township administrative staffs, school principals, in-service kindergarten teachers,…

Environmental sustainability constitutes an important part of the political and educational context in China as it strives to move toward an ecological civilization. However, there is limited literature documenting the ways in which sustainability is embedded in higher education (HE) teaching. This qualitative research involves interviews and…

Purpose: This study aims to assess the effectiveness of active teaching methodologies, namely, problem-oriented learning and the case method, to develop sustainability competencies. It also analyses the advantages and challenges for teachers when implementing the sustainable development goals (SDGs) in eight undergraduate and postgraduate degrees…

Education for sustainable development is essential for the well-being of present and future generations and is one of the key objectives in the discipline of home economics. The purpose of this research was to ascertain whether in-service teachers of home economics recognise the opportunities to educate students about sustainable development in…

The life experiences of Indigenous students are often overlooked in school learning, thereby causing dissonance in learning. To address this issue, this study incorporated local and traditional ecological knowledges of community in this year-long course of 'place-based Indigenous education for sustainable development', using place-based design…

This paper reports English language teachers' beliefs and perceptions on sustainability concepts as Sustainable Development (SD), Sustainable Development Goals (SDGs), and Education for Sustainable Development (ESD) using both quantitative and qualitative approaches. The data were collected via a questionnaire and semi-structured interview…

Sustainability learning is holistic and complex as it draws on diverse disciplines and can be interpreted differently within individual pedagogies. Embedding sustainability across and within business schools relies on developing suitable boundary objects. These may include representations such as models, frameworks or classificatory schemes that…

Education should play an important role in sustainable development. However, we were also faced with the enculturation in the education systems that contribute to the literacy of the environmental issue and challenges in maintaining sustainable development. In this review, we aimed to synthesize the recent research findings on how enculturation…