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Predictors of Motivation and Barriers to ICT-Enabling Education for Sustainability

Author

Listed:
  • Widad Othman

    (Faculty of Education, Open University Malaysia, Petaling Jaya 47301, Selangor, Malaysia)

  • Vassilios Makrakis

    (School of Education and Social Sciences, Frederick University, Y. Frederickou 7, Nicosia 1036, Cyprus)

  • Nelly Kostoulas-Makrakis

    (Department of Primary Education, Faculty of Education, University of Crete, 74100 Rethymnon, Crete, Greece)

  • Zahari Hamidon

    (Faculty of Education, Open University Malaysia, Petaling Jaya 47301, Selangor, Malaysia)

  • Oo Cheng Keat

    (Faculty of Education, Open University Malaysia, Petaling Jaya 47301, Selangor, Malaysia)

  • Mohd Lokman Abdullah

    (Faculty of Education, Open University Malaysia, Petaling Jaya 47301, Selangor, Malaysia)

  • Norazzila Shafie

    (Faculty of Education, Open University Malaysia, Petaling Jaya 47301, Selangor, Malaysia)

  • Hamidah Mat

    (Faculty of Education, Open University Malaysia, Petaling Jaya 47301, Selangor, Malaysia)

Abstract

There is an increasing interest and effort in reorienting university curricula to address sustainability and preparing teachers to get involved in embedding sustainability and the UN’s Sustainable Development Goals (SDGs) in teaching and curricula enabled by Information and Communication Technologies (ICTs). Evidence shows that this interest and effort is often prevented by various barriers at three levels: teacher- level barriers, school-level barriers, and system-level barriers. In this study, the attempt was geared towards identifying the constituencies of these three levels of barriers and examining the extent to which they predict teachers’ motivation to embed sustainability and SDGs in various school subject areas, including arts-based education. A survey of 1253 teachers in Malaysia revealed that the teacher- and system-level barriers explain 83% of the motivation variance. By identifying, addressing, and investigating these barriers, higher education institutions—and especially teacher education—could be better informed in reorienting university curricula to embed ICT-enabled Education for Sustainability (ICTeEfS). These results were also used in planning and implementing in-service teacher training interventions in the context of a European Commission Erasmus+-funded project.

Suggested Citation

  • Widad Othman & Vassilios Makrakis & Nelly Kostoulas-Makrakis & Zahari Hamidon & Oo Cheng Keat & Mohd Lokman Abdullah & Norazzila Shafie & Hamidah Mat, 2024. "Predictors of Motivation and Barriers to ICT-Enabling Education for Sustainability," Sustainability, MDPI, vol. 16(2), pages 1-13, January.
    • Handle: RePEc:gam:jsusta:v:16:y:2024:i:2:p:749-:d:1319630
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    References listed on IDEAS

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    1. Julia Bentz, 2020. "Learning about climate change in, with and through art," Climatic Change, Springer, vol. 162(3), pages 1595-1612, October.
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