A quantitative study of Maltese primary school teachers and 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 research focused on 3-6 years old Maltese 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. The quantitative research involved the collection and analysis of 271 questionnaires. This data was plotted on graphs and analysed through Statistic Package for Social Science (SPSS) statistical tests. The findings 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. The main findings from the research were used to construct a model that visually illustrates the relationships between the variables and drafts a list of recommendations.