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Education Stakeholders’ Viewpoints about an ESD Competency Framework: Q Methodology Research

Author

Listed:
  • Youmen Chaaban

    (Educational Research Center, College of Education, Qatar University, Doha 2713, Qatar)

  • Xiangyun Du

    (Aalborg UNESCO Center for PBL, Department of Planning, Aalborg University, 9220 Aalborg, Denmark)

  • Adrian Lundberg

    (Department of School Development and Leadership, Malmö University, 211 19 Malmö, Sweden)

  • Abdullah Abu-Tineh

    (Educational Sciences Department, College of Education, Qatar University, Doha 2713, Qatar)

Abstract

Teachers are considered key drivers of the education for sustainable development (ESD) agenda. They play a critical role in ensuring the attainment of sustainability goals, yet require early opportunities to acquire the necessary knowledge, skills, and attitudes, which will enable them to foster ESD. Therefore, this study documented the development and evaluation of a framework consisting of the core competencies that pre-service teachers need to achieve ESD in Qatar. Framed by complexity theory, the competency framework was developed into a Q-sample, which was then evaluated by multiple education stakeholders, including teacher educators, professional development specialists, ministry specialists, and teachers. The results of the Q-analysis indicated six diverse viewpoints and revealed a lack of overarching consensus statements among the viewpoints. Several statements were also considered controversial as different participants revealed contrasting views in regard to their importance for pre-service teachers. Implications for practice using the competency framework as a dynamic communication and reflection blueprint for implementing ESD are discussed.

Suggested Citation

  • Youmen Chaaban & Xiangyun Du & Adrian Lundberg & Abdullah Abu-Tineh, 2023. "Education Stakeholders’ Viewpoints about an ESD Competency Framework: Q Methodology Research," Sustainability, MDPI, vol. 15(3), pages 1-18, January.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:3:p:1787-:d:1038842
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    References listed on IDEAS

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    1. Franziska Bertschy & Christine Künzli & Meret Lehmann, 2013. "Teachers’ Competencies for the Implementation of Educational Offers in the Field of Education for Sustainable Development," Sustainability, MDPI, vol. 5(12), pages 1-14, November.
    2. Gisela Cebrián & Mercè Junyent, 2015. "Competencies in Education for Sustainable Development: Exploring the Student Teachers’ Views," Sustainability, MDPI, vol. 7(3), pages 1-19, March.
    3. Silvia Lorente-Echeverría & Inma Canales-Lacruz & Berta Murillo-Pardo, 2022. "The Vision of Future Primary School Teachers as to Education for Sustainable Development from a Competency-Based Approach," Sustainability, MDPI, vol. 14(18), pages 1-16, September.
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    Cited by:

    1. Tuba Stouthart & Dury Bayram & Jan van der Veen, 2023. "Capturing Pedagogical Design Capacity of STEM Teacher Candidates: Education for Sustainable Development through Socioscientific Issues," Sustainability, MDPI, vol. 15(14), pages 1-26, July.
    2. Noor Hamwy & Jennifer Bruder & Abdellatif Sellami & Michael H. Romanowski, 2023. "Challenges to Teachers Implementing Sustainable Development Goals Frameworks in Qatar," Sustainability, MDPI, vol. 15(15), pages 1-19, July.

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