DOI
10.1080/13504622.2020.1813256

Summary
This study is concerned with empirical analysis of insight and expertise from teachers at elementary school level who are experienced in Education for Sustainable Development (ESD). The aim of the study is to provide a better understanding of teachers perception and implementation of ESD.

The paper begins by introducing the application of ESD in educational systems and the role that teachers play in inciting change towards better sustainable development. The state of research section demonstrates the role teachers play in the ESD framework, recent empirical research on teachers views on ESD, the role of pedagogical content knowledge (PCK). Data was collected through semi structured interviews and qualitative analysis.

Timm Barth’s findings are delivered in figures 2 & 3 and are summarised here:




Drivers behind engaging in ESD at elementary-school level

University study course

Individuals develop their ESD knowledge in ESD seminars or an ESD related discipline.

ESD-active school

Individuals develop their ESD knowledge during their work at a school already engaged in ESD

Problems with the social structure within the school

Individuals observe these kinds of problems and begin to act due to empathic involvement

Community spirit

Individuals experience strong personal relationships in the ESD community that make them comfortable

Individuals experiences

Individuals reflect on their personal experiences , e.g. experiences abroad with much less fortunate people

Calls for proposals for sustainability oriented schools

Individuals read about these kinds of awards and see them as an opportunity to improve the school image




Barriers to engaging in ESD at elementary level

Bureaucratic burdens

Individuals feel overwhelmed by increasing pressure to document things in addition to teaching and organisational requirements

Global networking: Idea of initiatives, such as UNESCO schools

Due to small budgets, global networking us perceived of as an extra burden that hinders locally orientated ESD

Subject-oriented-curricula

It is difficult for individuals to introduce ESD to their subject as curricula focus on subject oriented teaching

Sense of uncertainty

An excessive work load for teachers appears to be followed by agitation, decreasing self-efficacy, and loss of the sense of basic trust in one’s own ability to shape teaching and learning

Personal life situation & background

Individuals’ family background, their current private circumstances, the life phase they are in, their professional foci and interests, as well as their low level of knowledge and of competencies in terms of sustainability and ESD

Sensation of a hindering environment

Individuals do not feel encourages to come up with new ideas and decrease their engagement in ESD that is not in line with curricula




Timm & Barth found there to be two types of teachers: in-class, and structure orientated teachers. In-class teachers have the worldview involving the raising of students’ awareness of social and environmental issues as they believe that students can bring about societal change. Structure oriented teacher worldview involves the aim to contribute to transforming educational institutions by initially and strategically including individuals who have a role with structural power.




Three questions are raised when considering how to best educate future teachers ESD.

What to teach if we want to prepare students as best as possible to practice ESD in their professional lives at school.
When to educate and in which pathway.
Where educating future teachers on ESD should take place within teacher-education programs.

Relevance for Complex Systems Knowledge
The study is relevant to the sustainable development topic for its application to ESD. It offers valuable insights into teacher competencies and perceptions of ESD.

Th study does not present specific complex systems knowledge but as whole it feeds into the reimagining of education at HEIs by shedding light on the drivers and barriers to implementing ESD. Although the ESD here is related to elementary level, the findings may be similar for HEIs. This could open the possibility to replicate the student for secondary or third level institutions.

Point of Strength
Timm & Barth reference the Environment and Schools Initiative (ENSI) as they delineate that the necessary competencies for teaching ESD are 1. The level of the individual (the teacher designs a meaningful learning environments), 2. The level of the educational institution (networking activities need to take place), 3. The level of the society (reflections on and visions for sustainable development are needed). The delivery of drivers and barriers behind teacher engagement in ESD is highly valuable for the reimagining of education at HEIs.

In general the findings collectively apply to the overall objective for COSY, providing methodology for surveying teachers, detailing barriers and drivers to ESD and the deliverance of three important further questions.

The three questions raised and detailed above could be potential justification for further study in this topic.