What is it about?
This study examines the effectiveness of a multi-cognitive approach (MCA) in improving secondary school teachers’ self-efficacy and classroom practices concerning Education for Sustainable Development (ESD). Conducted with 50 secondary school teachers in Kerala, India, the quasi-experimental study utilized a three-month MCA intervention designed with transformative sustainability pedagogy. The findings indicated significant enhancements in self-efficacy, increasing from a mean of 49.06 to 56.60, and improvements in ESD practices, rising from 41.90 to 51.86. These changes were statistically significant, suggesting that the MCA approach not only boosts teachers’ confidence in delivering sustainability education but also leads to lasting improvements in teaching practices. Recommendations for future research include incorporating student outcomes and longitudinal study designs to evaluate broader educational impacts. Overall, the study emphasizes the potential of MCA as an effective model for integrating sustainability education into secondary schooling.
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Why is it important?
The study highlights the critical role of integrating Education for Sustainable Development (ESD) into school systems, addressing global challenges such as climate change and social inequality through teacher empowerment. It emphasizes the importance of teacher self-efficacy, indicating that confident educators adopt innovative teaching methods essential for ESD. The research showcases the multi-cognitive approach (MCA), which effectively enhances teaching practices and translates knowledge into actionable classroom behavior. Notably, it targets marginalized communities in developing regions, proving that impactful professional development is possible even in constrained environments. The study’s long-term results indicate deep learning and sustained improvement, aligning with Sustainable Development Goal (SDG) 4.7, thereby offering a scalable model for policy integration that promotes sustainability in education.
Perspectives
The study emphasizes that teachers are pivotal in integrating Education for Sustainable Development (ESD) into school education, viewing ESD as a transformative process rather than an additional subject. It identifies teachers' lack of confidence and training as significant barriers to implementation and advocates for empowering teachers cognitively and professionally to translate sustainability into meaningful learning experiences. The research adopts a transformative learning perspective, promoting critical reflection and real-life application, while emphasizing a holistic and interdisciplinary approach to embed ESD across the curriculum. Additionally, it focuses on practical classroom implementation and advocates for inclusive education, particularly for teachers from marginalized communities. Guided by the goals of sustainable development, the study underlines that holistic professional development is crucial for effective ESD integration.
Research Papers Sijo Varghese
Christ University
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This page is a summary of: A multi-cognitive approach to empowering secondary school teachers' self-efficacy and practices related to education for sustainable development, Asian Education and Development Studies, April 2026, Emerald,
DOI: 10.1108/aeds-09-2025-0491.
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