Maltese primary school teachers : their perceptions towards education for sustainable development

Abstract

The study aims to explore Maltese primary school teachers’ perceptions towards Education for Sustainable Development (ESD).The author investigated year 3 to year 6 educators’ level of ESD awareness and knowledge, their attitudes towards ESD, and their willingness to adopt ESD within the classroom setting. Primary teachers’ ESD methodological skills were investigated as were issues that hinder ESD adoption as a regular teaching tool. A mixed method approach was adopted using quantitative and qualitative studies in a sequential way. The quantitative research involved the collection and analysis of 271 questionnaires. This data was plotted on graphs and analysed through SPSS statistical tests. The findings were used to shape the qualitative interview survey tool, which was carried out with 12 participants. Verbatim transcripts from the interviews were analysed through a coding system. Triangulation of findings permitted the researcher to present more comprehensive results. These show that in general, junior years primary school teachers show interest in implementing ESD and exhibit a positive attitude towards the area. However, it was noted that the participants’ level of awareness and knowledge of the various ESD concepts are rather low or unclear. Notwithstanding, many educators integrate ESD values and skills in their teaching methodology unconsciously. Several obstacles are shown to impede educators in their attempt to integrate ESD to its full potential. In response to these findings, the author provided several recommendations that could be followed in order to enhance ESD integration in the Maltese primary educational setting.