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Characterizing environmental education practices in Ethiopian primary schools

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  • Gugssa, Mulugeta Awayehu

Abstract

Considering the profound roles of teachers in the formation of environmentally literate citizenry, the study analyzed how teachers view and convey environmental topics to young children. Guided by a phenomenological framework, data were collected using semi-structured interviews with 17 teachers in four primary schools of Ethiopia. The results suggest that the teachers were of the belief that the delivery of environmental content should be hands-on, place-based, and that students taking local actions. Despite the teachers favoring learner-centered and experience-based strategies, their self-reported teaching approach tended to be teacher-dominated and classroom-based. Large class size, training and capacity, and safety issues were identified as barriers to teaching environmental topics. Changes are needed if we genuinely wish to build civically engaged and capable youths who can confront the escalating environmental crises. Implications of the findings for teacher training, school practices, and further research are discussed.

Suggested Citation

  • Gugssa, Mulugeta Awayehu, 2023. "Characterizing environmental education practices in Ethiopian primary schools," International Journal of Educational Development, Elsevier, vol. 102(C).
    • Handle: RePEc:eee:injoed:v:102:y:2023:i:c:s0738059323001244
    DOI: 10.1016/j.ijedudev.2023.102848
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    References listed on IDEAS

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    1. Maria Hedefalk & Jonas Almqvist & Malena Lidar, 2014. "Teaching for Action Competence," SAGE Open, , vol. 4(3), pages 21582440145, July.
    2. Post, David & Meng, Yi, 2018. "Does schooling foster environmental values and action? A cross-national study of priorities and behaviors," International Journal of Educational Development, Elsevier, vol. 60(C), pages 10-18.
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    Cited by:

    1. Paula Regina Humbelino de Melo & Péricles Vale Alves & Tatiana Souza de Camargo, 2023. "Planetary Health Initiatives in Rural Education at a Riverside School in Southern Amazonas, Brazil," Challenges, MDPI, vol. 14(4), pages 1-10, December.
    2. Hiran, Kamal Kant & Dadhich, Manish, 2024. "Predicting the core determinants of cloud-edge computing adoption (CECA) for sustainable development in the higher education institutions of Africa: A high order SEM-ANN analytical approach," Technological Forecasting and Social Change, Elsevier, vol. 199(C).

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