Abstract

Education for Sustainable Development (ESD) is an important issue for the education of students worldwide becauseit offers knowledge, skills, attitudes and values necessary to ensure a sustainable future for humanity at local andglobal levels, which is nowadays becoming critical. The decade 2005-2014 called ‘Decade of ESD’ was an initiativeby the United Nations to promote ESD worldwide, followed currently by the Agenda 2030. ESD should be anongoing subject for students in formal and informal education, at all educational levels, and in life-long learningprograms, starting with early childhood education. This paper reports on the knowledge, perceptions and attitudes ofpre-service early childhood teachers of the University of Ioannina, Greece, on ESD using a quantitative approachutilizing a questionnaire. Our findings showed that most pre-service teachers had knowledge on environmentalaspects but did not consider societal and financial matters to be aspects of ESD. Furthermore, most students hadnever ESD lessons during their formal education. Our findings depict that pre-service students believe that ESD is animportant issue, that it should be included in the curricula and that lessons on EDS during their studies woulddevelop their ability to teach ESD to their students.

Full Text
Paper version not known

Talk to us

Join us for a 30 min session where you can share your feedback and ask us any queries you have

Schedule a call

Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.