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Evaluating the Integration of Education for Sustainable Development in the Life Sciences Curriculum: A Case Study of Grade 11 Teachers in Vhembe East District

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  • Khathutshelo Ronald Munasi

    (Department of Science and Technology Education, College of Education, University of South Africa, Pretoria 0003, South Africa)

Abstract

This study examines the integration of Education for Sustainable Development (ESD) within the Grade 11 Life Sciences curriculum in the Vhembe East District. Despite a growing emphasis on ESD, teachers encounter significant barriers that impede effective implementation. Using a qualitative exploratory case study approach, data were gathered through classroom observations and semi-structured interviews with four purposively selected Grade 11 Life Sciences teachers. Thematic analysis revealed varying degrees of ESD integration, with challenges such as inadequate training, resource limitations, and a lack of diverse instructional materials, restricting teachers’ ability to effectively communicate complex environmental concepts. The study emphasizes the need for stronger curricular alignment of ESD, greater resource accessibility, and focused professional development to support teachers. These findings provide valuable insights into the status of ESD integration, emphasizing the necessity for systemic improvements to cultivate environmental literacy and sustainable behaviors that can benefit both educational communities and broader society.

Suggested Citation

  • Khathutshelo Ronald Munasi, 2024. "Evaluating the Integration of Education for Sustainable Development in the Life Sciences Curriculum: A Case Study of Grade 11 Teachers in Vhembe East District," Sustainability, MDPI, vol. 16(24), pages 1-16, December.
    • Handle: RePEc:gam:jsusta:v:16:y:2024:i:24:p:10918-:d:1542643
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    References listed on IDEAS

    as
    1. Woonsun Kang, 2019. "Perceived Barriers to Implementing Education for Sustainable Development among Korean Teachers," Sustainability, MDPI, vol. 11(9), pages 1-15, May.
    2. Chesney McOmber & Katharine McNamara & Therese d’Auria Ryley & Sarah L. McKune, 2021. "Investigating the Conceptual Plurality of Empowerment through Community Concept Drawing: Case Studies from Senegal, Kenya, and Nepal," Sustainability, MDPI, vol. 13(6), pages 1-17, March.
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