https://www.um.edu.mt/library/oar/handle/123456789/102882 2026-04-14T10:03:02Z https://www.um.edu.mt/library/oar/handle/123456789/103122 Title: Investigating primary children’s knowledge, attitude, and behaviour towards sustainable development Abstract: In the last few years, Education for Sustainable Development (ESD) has gained more popularity in Malta. For instance, ESD has been acknowledged as a cross-curricular theme in formal education in 2012. Nonetheless, the actual implementation of ESD in formal education has been very limited as educators tend to focus more on Environmental Education (EE) rather than ESD, which may influence the students’ perception of SD. The main aim of this study focuses on assessing year 6 Maltese students’ knowledge, attitude, and behaviour towards the three dimensions of SD (environment, social and economic dimensions). Linking the study’s aim to the research questions, this study focused on evaluating year 6 students’ knowledge, attitude, and behaviour towards SD. Moreover, it demonstrates who or what may influence the students’ knowledge, attitude, and behaviour towards SD. Lastly, it also illustrates how ESD is implemented in formal education. A mixed method approach was used to answer all the research questions. A questionnaire containing open-ended questions and closed-ended statements was given to year 6 Maltese student. Whilst interviews were conducted with teachers, heads of schools and a policymaker. The results indicate that students showed good knowledge, attitude, and behaviour towards all dimensions of SD. Although not statistically significant, the students scored better in the knowledge and attitude sections when compared to the behaviour section. Quantitative results also demonstrate that a good number of students heard about SD prior to participating in this study. Moreover, qualitative data, whilst also added new insights, further solidified the results retrieved from the quantitative data. Qualitative data from the interviews showed how ESD is being implemented in locally in schools and classes. The data was then triangulated, and results were illustrated comprehensively. Following the results of this study, several recommendations are proposed to all stakeholders who implement ESD and who may affect the student’s knowledge, attitude, and behaviour towards SD. Description: M. ESD(Melit.) 2021-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/103121 Title: Free-range teenagers : using out-of-class experiences to link the outside world with young people’s lives : a case study in a Maltese secondary school Abstract: Education for Sustainable Development (ESD) is generally understood as education that encourages changes in knowledge, skills, values and attitudes to ensure a more sustainable and fair society for all. ESD requires innovative pedagogies, not only in classrooms but also in out-of-class activities to promote exploratory, action-oriented and transformative learning. The main aim of this study is to investigate the benefits, if any, of using out-of-class activities, namely gardening and activities linked to it, during school time to promote ESD. A qualitative case study method was adopted to get a deeper understanding of the learning journey of six students who regularly and voluntarily participate in these activities. Data was collected through online retrospective semi-structured interviews and observations with students as well as interviews with their parents and Head of School. These served for triangulation purposes to present more comprehensive results. Verbatim transcripts from the interviews were analysed through a coding system and plotted on pre-post Concept Maps using CMap ToolsTM. Such Concept Maps were useful in simplifying intricate concepts, mapping each student’s learning journey and facilitating students’ self-analysis. Results showed that all students developed their knowledge, interpersonal and personal domains, at different levels and depending on the activities they were involved in. Challenges were also taken into consideration and helped in drafting a set of recommendations to give more value to ESD at school-level. Description: M. ESD(Melit.) 2021-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/103119 Title: Students’ participation in EkoSkola : the transition between schools Abstract: Education has a vital role in sustainable development. Schools can achieve this, through the principles of Education for Sustainable Development (ESD) and with the help of the EkoSkola programme. The EkoSkola programme is a global network that promotes ESD by engaging students in bringing about sustainable actions. This study seeks to investigate the students’ participation in the EkoSkola Committee in relation to their experience of transition. The main focus of this study is to understand why students join the EkoSkola Committee, what are the self-reported benefits they gained, and how the transition affects their decision in terms of participation in the EkoSkola programme. A mixed method approach was deemed to be more feasible for this research. This involved the use of questionnaires distributed among the EkoSkola link persons (n=23), and group interviews carried out with three different EkoSkola Committees. The main findings in this study show that both EkoSkola link persons and EkoSkola members decide to participate in the EkoSkola programme because they care for the environment and feel the need to do something positive about it. Moreover, through their commitment and belonging to the EkoSkola Committee, they manage to overcome the transition phase and experience a sense of ‘home’ within the new environment. Peers seem to influence students’ participation, both positively and negatively. The research findings led to a number of recommendations to help ease the transition and eventually improve participation in the EkoSkola Committee. The results from this study are targeted towards the EkoSkola co-ordinators and EkoSkola link persons to use the EkoSkola Committee as a tool for a smoother transition. Furthermore, additional efforts between schools and the EkoSkola co-ordinators, as well as flexibility and forward planning, can contribute to the further implementation of the programme. Description: M. ESD(Melit.) 2021-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/103023 Title: Rethinking geography education through education for sustainable development in secondary schools in Malta Abstract: Geography Education has been discussing issues related to sustainable development (SD) for a very long time which thus makes it an ideal platform to address Education for Sustainable Development (ESD). For Geography Education to effectively implement ESD, educational systems need to reorient their curricula and syllabi. The aim of this study is to (i) understand to what extent is ESD being embedded locally within Geography Education in secondary schools, (ii) determine if key stakeholders are ready to rethink the Geography syllabus in line with ESD principles, and (iii) create an advocacy for Geography Education. A qualitative approach was adopted for this research which entailed a phenomenological study to understand an experience from the participants’ point of view. This research consisted of three semi-structured interviews with members of the Geography Department and two focus groups with a selection of Geography teachers. An online platform was used to conduct interviews and focus groups. The analysis identified the major themes that emerged from the interviews. This research shows that Geography Education has locally evolved to a certain extent to better encompass ESD as a cross-curricular theme, yet it is hindered by traditional educational structures at various levels and outdated perceptions about the subject. There is also a demand for more awareness and training on implementing ESD in Geography Education which was found lacking. Key stakeholders need to reorient, revitalise, evolve, and invest in Geography Education so that ESD can be addressed in secondary schools. In response to these findings several recommendations are proposed to ensure that Geography Education starts having a major role in ensuring a more sustainable future. Description: M. ESD(Melit.) 2021-01-01T00:00:00Z