Building Primary Schools as a Model of Sustainable Communities: Hints for Teachers

Date

2022-01-01

Author

Şahin, Elvan

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Children seem to be victims of deterioration in ecological systems but might be also actors having roles in shaping the future of our planet when equipped with the necessary skills, worldviews, and values. Education for Sustainable Development (ESD) has been viewed as an approach that may enable future generations engage in pro-sustainable actions within their local environment. This chapter touches upon sustainability practices carried out in Green Schools and Eco-Schools Programme utilizing ‘whole school approach’. Learning outcomes including knowledge, values, value orientations and motivation as precursors of pro-environmental behaviours have been considered while revealing the impacts of these certification programmes. Primary schools that declare their usage of whole school approach succeed in increasing knowledge of children but fail to cultivate non-cognitive constructs. Educators should have in-depth insight into factors acting as barriers and facilitators while transforming primary schools into sustainable communities. For instance, the degree of participation in actions, interaction with nature, and local community involvement are among the issues that we need to evaluate if we intend to observe lifelong impacts of ESD initiations.

Subject Keywords

Education for sustainable development in primary schools, Whole school approach, Climate change education

URI

https://link.springer.com/chapter/10.1007/978-3-031-09112-4_12#citeas
https://hdl.handle.net/11511/101635

Relation

Education for Sustainable Development in Primary and Secondary Schools

Collections

Department of Mathematics and Science Education, Book / Book chapter

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Citation Formats

E. Şahin, Building Primary Schools as a Model of Sustainable Communities: Hints for Teachers. 2022.