Abstract
This study aims to identify sustainable development related-competencies that can be adopted into senior high school history curriculum. The study used a survey method to 128 history teachers selected based on geographical location (69 teachers from the lowlands and 59 teachers from the highlands) and their teaching experience (a range of less than 10 years and more than 10 years). The data are collected using a questionnaire in the form of rating scale that had been examined related its validity, reliability, and each of its items’ discriminating power. The data were analyzed using descriptive statistics and ANOVA. The results show that the sustainable development related-competencies that are potentially integratable into the senior high school history curriculum are those related to socio-cultural dimension which consists of the competences to preserve the socio-cultural environment and to preserve socio-cultural diversity. The conclusion of this study is that competencies related to education for sustainable development have the potential to be integrated into the senior high school history curriculum.
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