Building a Collective School Culture to Achieve Education for Sustainability: The Contribution of Teachers’ Perceptions ()
ABSTRACT
Our current educational reality is often devoid of an encompassing vision
of Education for Sustainability (EfS) that involves all stakeholders and
invites them to take coordinated action towards an equalizing goal. Many
educators in their schools take a lonely trajectory; they are limited in their
classes or within perceived disciplinarian confinements of their cognitive
expertise. In their attempt to explain how an all-encompassing vision of
“sustainable education” can be promoted, nine in-service teachers involved in
European environmental protection programmes were asked to reflect on their
experience, explain possible reasons behind
each challenge and make recommendations for improvement. Based on empirical
studies and participants’ responses, we argued that sustainable education
policies and innovative scholarships should not be standing alone, isolated
from other programmes, policies, institutions or even education
theories. EfS researchers and practitioners should establish clear links
between EfS teacher education theory, approaches, curricula and implementation before
policies are formulated or pursued.
Share and Cite:
Filippaki, A. (2023) Building a Collective School Culture to Achieve Education for Sustainability: The Contribution of Teachers’ Perceptions.
Open Journal of Social Sciences,
11, 19-38. doi:
10.4236/jss.2023.114003.
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