What is it about?
The research paper “Optimising Education for Sustainable Development through Secondary School Teachers with Relevant Subjects, Standards and Training: Quantitative Review” examines secondary school teachers' perceptions and support for Education for Sustainable Development (ESD) in Kerala, India. The study analyzes teachers' beliefs and readiness to incorporate sustainability concepts into education, positioning ESD as pivotal in realizing India's development goals by 2047. Utilizing a quantitative survey of 400 teachers and the ESD Belief Scale, findings suggest widespread support for ESD, enhancing critical thinking and real-world connections. However, challenges such as curriculum integration, resource limitations, and insufficient training persist. The subject taught notably influences teacher beliefs, with social science educators showing more support than their counterparts. The research underlines the necessity of collaboration among teachers, institutions, and policymakers to foster effective ESD, aiming to align educational practices with sustainability objectives and equip future generations to tackle global challenges.
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Why is it important?
The research paper emphasizes the critical link between education and sustainable development, especially relevant for nations like India aiming for long-term goals by 2047. It argues that Education for Sustainable Development (ESD) can transform learners by instilling sustainability values through school education. The study focuses on teachers' beliefs regarding ESD, highlighting their essential role in educational reform and the challenges they face, such as insufficient curriculum integration and lack of resources. It also addresses a research gap by concentrating on secondary education, a pivotal stage for developing analytical skills. The findings suggest that ESD should be interdisciplinary and integrated across all subjects. Ultimately, the research supports the Sustainable Development Goals by fostering environmentally and socially responsible citizens, aligning education with national development and sustainability goals.
Perspectives
The research paper examines Education for Sustainable Development (ESD) in secondary education from multiple interrelated perspectives: educational, psychological, curricular, policy, socio-cultural, empowerment, and developmental. It views ESD as a comprehensive approach integrating sustainability concepts into teaching, emphasizing critical thinking and problem-solving skills. Teachers' beliefs and attitudes significantly influence their integration of ESD, with implications for curriculum design across subjects. The study links ESD to national and global agendas, highlighting the need for collaboration between policymakers and institutions. Cultural relevancy in sustainability education is stressed, ensuring that lessons are meaningful to students’ local contexts. Empowerment is framed as active participation in learning, and the developmental perspective positions ESD as vital for fostering responsible future citizens and long-term societal growth, making the study pertinent for both academic and practical applications.
Research Papers Sijo Varghese
Christ University
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This page is a summary of: Optimising Education for Sustainable Development through Secondary School Teachers with Relevant Subjects, Standards and Training:, Asian Journal of Human Services, January 2026, Asian Society of Human Services,
DOI: 10.14391/ajhs.e3002.1.023.
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