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The Differences across Future Teachers Regarding Attitudes on Social Responsibility for Sustainable Development

Author

Listed:
  • Ligia Isabel Estrada-Vidal

    (Department of Research Methods and Diagnosis in Education, Faculty of Education and Sport Science, University of Granada, 52071 Melilla, Spain)

  • María del Carmen Olmos-Gómez

    (Department of Research Methods and Diagnosis in Education, Faculty of Education and Sport Science, University of Granada, 52071 Melilla, Spain)

  • Rafael López-Cordero

    (Department of Didactics of Social Science, Faculty of Education and Sport Science, University of Granada, 52071 Melilla, Spain)

  • Francisca Ruiz-Garzón

    (Department of Research Methods and Diagnosis in Education, Faculty of Education and Sport Science, University of Granada, 52071 Melilla, Spain)

Abstract

In the search for sustainable development, in which the ecological footprint is carefully considered by consumers and companies, teachers play an important role within a social and economic framework. This role relates to aspects of social responsibility. It should involve knowledge about education for responsible consumption in order to care for the environment both individually and socially. Considering this, the aim of this study is to find out whether there are differences in the level of awareness and the habits of future teachers of Early Childhood and Primary Education regarding sustainable social responsibility. A non-probabilistic sample of 30 Early Childhood Education degree students and 22 Primary Education degree students was used. Semi-structured interviews and an inductive process were conducted to examine the importance of Sustainable Development in society, the relevance of Social Responsibility for Sustainable Development (individual versus corporate), the attitudes and habits relative to Sustainable Development and the education on Sustainable Development in schools: knowledge, attitudes, and proposals. Students agree that they consume excessively. This is everyone’s individual responsibility (as regarded by all participants), although changes could be supported by institutions and companies (Early Childhood education students argue in favour of corporate responsibility). Knowledge deficits were identified in relation to production, distribution, and sale processes. They consider education to be the main factor for sustainability, while society is ranked as the least important, observing an evident disagreement in relation to environmental and economic factors (perception of collective responsibility; Early Childhood versus Primary Education students). Finally, they also outline teaching proposals (active and participatory) to foster education for sustainable development at schools.

Suggested Citation

  • Ligia Isabel Estrada-Vidal & María del Carmen Olmos-Gómez & Rafael López-Cordero & Francisca Ruiz-Garzón, 2020. "The Differences across Future Teachers Regarding Attitudes on Social Responsibility for Sustainable Development," IJERPH, MDPI, vol. 17(15), pages 1-19, July.
    • Handle: RePEc:gam:jijerp:v:17:y:2020:i:15:p:5323-:d:388947
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    References listed on IDEAS

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