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Journal of Education for Sustainable Development Studies
Published by Scientia Publica Media
ISSN : 30482259     EISSN : 30482054     DOI : https://doi.org/10.70232/jesds.v1i2
Core Subject : Education, Social,
Education Environmental Science Social Sciences Other
The Journal of Education for Sustainable Development Studies (JESDS) is an international scholarly refereed research journal published by Scientia Publica Media. JESDS is published twice a year, in June and December. The journal publishes quality research studies within the context of Education for Sustainable Development (ESD) and related areas. It also publishes refereed research papers that include quantitative, qualitative, and mixed analyses. The journal strives to encourage and provide international publications for the benefit of researchers, academics, institutions, educators, and students with good professional practices. It provides a platform for disseminating research in the emergent field of ESD as it is implemented in primary and secondary schools, universities, and organizations worldwide.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 25 Documents
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Addressing Students’ Challenges in Acquiring Trigonometric Function Concepts: A Didactic Approach to Education for Sustainable Development Orhani, Senad
Journal of Education for Sustainable Development Studies Vol. 1 No. 2 (2024): Journal of Education for Sustainable Development Studies
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jesds.v1i2.15

Abstract

The concepts of trigonometric functions constitute one of the main challenges that students face when studying mathematics in secondary and higher education. This paper addresses these challenges through a sustainable educational approach aligned with the principles of Education for Sustainable Development (ESD). The study identifies the main difficulties, such as graphical representation, real-life application of trigonometric functions and the conceptual understanding of angles and ratios. Through the methodology of observing students during lessons, weak points in the understanding of concepts such as the graphical representation of trigonometric functions, the use of trigonometric equations in real situations, and the difficulties arising from the lack of a clear connection between angles and ratios have been trigonometric identified. Based on these observations, didactic strategies have been proposed that include more interactive methods and the use of technology to improve student’s skills. The results of this study suggest that a new didactic approach, based on concrete examples and practical experience, helps to create a more stable and in-depth understanding of trigonometric functions. The findings of this study contribute to the development of educational practices focused on ESD, supporting students’ capacity to adapt, innovate, and engage in complex problem solving within mathematics education. Through a didactic approach that focuses on advanced teaching methods and the use of educational technology, this paper offers recommendations for improving teaching practices to facilitate the acquisition of complex mathematical concepts.
Education for Sustainable Development (ESD) and Global Citizenship for India Mohanty, Atasi; Alam, Ashraf; Mohanty, Aashish
Journal of Education for Sustainable Development Studies Vol. 1 No. 2 (2024): Journal of Education for Sustainable Development Studies
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jesds.v1i2.17

Abstract

This research paper explores the pivotal role of education in advancing sustainable development goals (SDGs) through an in-depth analysis of various indices, initiatives, and frameworks utilized to monitor progress and catalyze action. Beginning with an overview of the SDGs as a global blueprint for achieving a more equitable, prosperous, and sustainable world by 2030, the paper digs deep into the involved interaction between education and sustainable development. Central to this research is the examination of tools such as the Social Progress Index (SPI) and the SDG India Index, which provide comprehensive assessments of societal progress vis-à-vis the SDGs, offering decision-makers and stakeholders valuable insights into areas of strength and areas requiring intervention. The paper spotlights India’s pioneering initiative, the SDG India Index, which tracks progress at the state level across 13 out of the 17 SDGs, demonstrating how countries adapt global frameworks to address national priorities and challenges. Emphasizing education’s transformative potential, this investigation explains how early childhood, primary, and secondary education serve as catalysts for social, economic, and environmental progress, fostering critical thinking skills and instilling values essential for addressing complex global challenges. Furthermore, the paper emphasizes the SDG India Index’s role as a catalyst for change, facilitating evidence-based policymaking, fostering accountability, and mobilizing stakeholders towards shared goals, highlighting the existing data gaps, particularly concerning Goals 12, 13, and 14, emphasizing the need for strengthened statistical systems to ensure accurate assessment and effective interventions.
Greening the Campus: Strategies for Sustainable Transformation in Higher Education Chasokela, Doris
Journal of Education for Sustainable Development Studies Vol. 2 No. 1 (2025): Journal of Education for Sustainable Development Studies
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jesds.v2i1.16

Abstract

This article investigates strategies for achieving sustainable transformation within higher education, specifically centered on ‘Greening the Campus.’ As environmental challenges intensify, universities are pivotal in promoting sustainable practices across their operations and educational frameworks. This study highlights successful initiatives implemented by various institutions, particularly within engineering disciplines, showcasing best practices while addressing the challenges faced and the overall effects on campus culture and community engagement. Utilising a mixed research approach, which includes a thorough literature review and case studies of universities recognised for their sustainability efforts, we identify several key strategies. The study is a case study of the electrical and mechanical engineering departments, and 30 students and 10 lecturers were sampled. These include increasing energy efficiency, encouraging sustainable transportation solutions, and infusing sustainability principles into engineering curricula. Findings reveal that institutions prioritizing sustainability not only minimise their ecological footprint but also cultivate a heightened sense of awareness and responsibility among students and staff. Furthermore, the discussion emphasises the critical role of leadership commitment and active stakeholder involvement in advancing sustainable initiatives, particularly within engineering programs. The conclusion advocates for a comprehensive approach to sustainable transformation, urging higher education institutions to embed these strategies within their culture and curricula. By doing so, universities can contribute meaningfully to global sustainability objectives while preparing students to tackle pressing environmental challenges. The overarching message is clear: a commitment to greening the campus fosters an environment that not only supports ecological stewardship but also inspires the next generation of engineers and leaders to face global sustainability challenges head-on.
Evaluation of Community Perception on the Adequacy of Infrastructure for the Implementation of the Physics Curriculum Using Davis Process Model among Unity Colleges in North Central Nigeria: Implications on Education for Sustainable Development Fadipe, Bayo Michael
Journal of Education for Sustainable Development Studies Vol. 2 No. 1 (2025): Journal of Education for Sustainable Development Studies
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jesds.v2i1.18

Abstract

This study evaluated community perception on the adequacy of infrastructure for the implementation of the Physics curriculum using the Davis process model among unity colleges in North-Central Nigeria. The study employed a descriptive survey research design. Six thousand four hundred and twenty-nine (6,429) community members across all Unity colleges in North-Central Nigeria make up the study’s population Purposive sampling was employed to select Niger, Nasarawa, and the Federal Capital Territory out of the seven states in North-central, Nigeria. This is because, the states selected shares boundary and have common characteristics. A sample size of 385 community members were randomly selected from the Unity colleges in the three selected states after forming them into strata for used in the study. A researcher-developed questionnaire based on the Davis Process Model was used for data collection. It was validated by three experts. A reliability coefficient of 0.86 was found after the questionnaire underwent a trial test and the data were statistically analysed using the Cronbach Alpha Correlation Formula. Mean and standard deviation was used to answer the research question while Mann-Whitney U-Test was used to test the hypotheses The findings of the study revealed that. Community members perceived that, there is inadequacy of infrastructure for the implementation of the Physics Curriculum based on the Davis Process model. The findings of the study also discovered that, both male and female members of the community perceived that, infrastructure is inadequate for implementing the Physics Curriculum. The findings are threats to Education for Sustainable Development (ESD) this is because, the community perceived inadequacy of the available infrastructure for driving curriculum implementation It was recommended that community members should notify the government and stakeholders on the observed lapses, for immediate action to promote ESD.
Women Criminality and Education for Sustainable Development: A Study of Abraka Kingdom Itoje-Akpokiniovo, Lilian O.; Enoch. O, Omoriwhovo; Edo, Great Iruoghene
Journal of Education for Sustainable Development Studies Vol. 2 No. 1 (2025): Journal of Education for Sustainable Development Studies
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jesds.v2i1.20

Abstract

This research investigates whether education influences women to engage in criminal activities in Abraka Kingdom for the purpose of sustainable development. It investigates whether socio-economic as well as educational factors increase women’s participation in criminal behaviour and how education can reduce crime rates and promote long-term development. This is done through interviews, surveys, analysis of secondary data. This work showed that poverty, lack of employment and limited educational access affect female involvement in criminal activities. Women with limited education are more likely to steal, deceive and sell sex to survive because of financial problems and limited options. It says education prevents issues because it gives women the skills to get jobs, start businesses and fulfill social duties. The result indicates that education and job training for women is needed to empower them and reduce their risk of criminal activity. The study highlights constraints such as limited geographical scope, reliance on self-reported information and lack of long term analysis. The research found improving women’s education is essential to reduce female criminal behaviour and promote long-term sustainable development. It suggests policy measures, community education and government support for programs promoting women’s empowerment. Continuation studies should consider other locations, use long-term research methods and examine the effects of institutional policies on female criminals. To fill these gaps society could use education to prevent crime and promote sustainable development. The study contributes to conversations about gender, crime, and education by recommending measures to promote educational and socio-economic progress of women in Nigeria and other countries.
Towards Greening the Higher Education Curricular for Sustainable Development: The Zimbabwe Context Hlongwane, Joseph; Chasokela, Doris
Journal of Education for Sustainable Development Studies Vol. 2 No. 1 (2025): Journal of Education for Sustainable Development Studies
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jesds.v2i1.21

Abstract

Planet Earth is grappling with the pangs of climate change and natural disasters across the globe. Humanity has to keep pace with the ever-changing socio-economic and natural challenges and plan for a sustainable future. Environment conservation is paramount for sustainability. It is against this backdrop that this study was carried out. The main thrust was to develop sustainable strategies to be employed by Higher Education Institutions (HEIs) in a bid to spearhead environment conservation and natural disaster risk management in communities for a more sustainable future. HEIs can leverage their academic muscles and modern technological tools like Artificial Intelligence (AI) and the Internet of Things (IoT) to green their curricula, pedagogies, and assessment mechanisms to produce conservation astute graduates who can generate practical knowledge-driven solutions to societal problems and generate socio-economic empowerment from the natural resources abound in Zimbabwe, leveraging on the Heritage based Education system anchored on Education 5.0 which emphasizes industrialization and innovation. The study employed the Hermeneutic Phenomenology design situated in the interpretivist paradigm and used systematic literature review, and document analysis to collect data which was thematically analysed to design a framework for greening the curricula across different learning disciplines, especially those not directly linked to environmental issues. The study also envisaged a holistic approach incorporating various stakeholders within and without education circles. Conclusions drawn include the prospect of making HEIs vehicles for change and awareness creation by effecting the curriculum development strategies suggested. Recommendations include explicitly including environmental issues in all curricula, and engaging in multi-sectoral collaboration among curriculum designers, policymakers, examination bodies, and community personnel. The second part of the research focussed on presenting a framework that STEM educators can use to green their modules. The researchers argue that if every module is green then the whole curriculum would be green.
Science Curriculum Analysis in Terms of Sustainable Development Goals in Jordan Altawalbeh, Khitam; Tawalbeh, Hadi
Journal of Education for Sustainable Development Studies Vol. 2 No. 1 (2025): Journal of Education for Sustainable Development Studies
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jesds.v2i1.25

Abstract

This study investigates the integration of Sustainable Development Goals (SDGs) within the science curriculum for grades one through eight, examining the extent to which social, ecological, and economic dimensions of sustainability are represented. Employing a descriptive qualitative approach, the research utilizes content analysis as its primary methodology. A specifically designed content analysis card served as the instrument to systematically analyze the science curricula for each grade level. The analysis revealed a significant gap in SDG inclusion, with 43 out of the 96 recognized SDGs entirely absent from the curriculum. Furthermore, the study’s findings highlight a strong emphasis on the environmental dimension of sustainable development. This dimension dominated the curriculum content related to SDGs, registering a frequency of 765 instances and accounting for 39.11% of all SDG-related content. While environmental sustainability was clearly prioritized, social and economic aspects of the SDGs received considerably less attention. In terms of grade-level distribution, the sixth-grade science curriculum demonstrated the highest degree of SDG integration, featuring 642 instances of SDG inclusion, representing 32.82% of the total. Conversely, the eighth-grade science curriculum exhibited the lowest level of SDG incorporation, with only 70 instances (3.58%). This disparity across grade levels suggests inconsistencies in the curriculum’s approach to sustainable development education. Based on these findings, the study proposes a series of recommendations aimed at enhancing the integration of all three dimensions of sustainable development (social, ecological, and economic) across all grade levels within the science curriculum. These recommendations seek to address the identified gaps and promote a more comprehensive and balanced approach to sustainability education, ensuring that students develop a holistic understanding of the SDGs and their interconnectedness. Further research could explore the pedagogical approaches used to teach these SDGs and assess student understanding of sustainable development concepts.
Enhancing Science Literacy in Secondary School Physics: A Systematic Review of Multimedia Integration Strategies and Resources Burchard, Christer; Nguru, Festo; Pembe, Fortunata Kapacy
Journal of Education for Sustainable Development Studies Vol. 2 No. 1 (2025): Journal of Education for Sustainable Development Studies
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jesds.v2i1.26

Abstract

Empirical research shows that multimedia can be used to enhance science literacy through developing high-level cognitive skills such as problem-solving, hypothesis testing, decision making, self-reflection, and critical and creative thinking among students. This is a systematic review that aimed at exploring the common instructional designs and resources used when integrating multimedia in secondary school physics teaching, to enhance science literacy. The review involved a critical search of relevant studies from three scientific databases, including Dimension, EBSCOHOST, and Scopus. Manual search was also involved in the study. The search was limited to research articles published between January 2020 and May 2024. 1121 publications were identified by literature search. 243 publications were screened, whereby 66 of them were sought for retrieval. 27 publications were assessed as eligible for the study. Finally, 7 publications were found most relevant for inclusion in the study. The review found out that the instructional designs employed include: integration of virtual laboratories with traditional demonstration methods; integration of PBL with e-learning tools; integration of inquiry-based instruction with virtual simulations; integration of traditional methods with simulations; and integration of traditional lab, virtual lab, and simulations. Apart from desktop computers and projectors which have been noted to have been included in the studies, also multimedia tools like virtual laboratories, simulation software, and interactive multimedia applications have been identified. Therefore, in order to enhance science literacy in physics teaching, multimedia needs to be integrated with actual practical works to bridge the gap between theory and practice. Additionally, integrating multimedia learning with innovative pedagogies such as project-based learning (PBL) and inquiry-based instruction is effective for developing science literacy. Finally, it is important to incorporate collaborative learning and discussions when teaching with multimedia.
The Impact of Digital Platforms on Moral Values: Investigating Opportunities and Challenges among Freshmen at UMYU Katsina Atiku, Fatima; Abba Yusuf, Nasir
Journal of Education for Sustainable Development Studies Vol. 2 No. 1 (2025): Journal of Education for Sustainable Development Studies
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jesds.v2i1.29

Abstract

The use of digital platforms by freshmen in the Department of Science and Vocational Education at Umaru Musa Yar’adua University (UMYU), Katsina, regarding their moral convictions is examined in this study. A survey was completed by 200 freshmen chosen using simple random technique as part of a quantitative research approach. Through the questionnaire, data was collected regarding digital platforms use, its benefits and drawbacks, and its purported impact on moral values. A reliability test of the questionnaire was conducted using 30 respondents from a different department, yielding a Cronbach’s alpha of 0.85. Descriptive statistics like mean and standard deviation were used in the data analysis. Additionally, Spearman’s rank-order correlation was used to establish the link between digital platforms use and moral values. The results demonstrate that digital platforms significantly improve students’ communication skills, social relationships, and access to educational resources. However, there are also disadvantages, such as missed time, exposure to explicit material, and addiction, which may affect students’ moral conduct. It has been discovered that there is a moderately positive correlation between moral values and digital platforms use (r = 0.401, p = 0.001), indicating that changes in moral behavior are associated with increased digital platforms use. The poll has raised issues with cyberbullying, cybercrime, health issues, and the financial consequences of digital platforms use. Despite these challenges, respondents acknowledged the potential of digital platforms to foster empathy and raise environmental awareness. Given these results, the study suggests the establishment of digital literacy initiatives, digital platforms risk awareness campaigns, and tactics to encourage the utilization of digital platforms that is balanced in order to reduce its drawbacks and maximize its benefits.
Toward a Sustainable Future: Islamic Education Strategies to Cultivate Moral and Ethical Muslim Youth at ICC Muar Johor, Malaysia Saputro, Anip Dwi; Erwahyudin, Devid Dwi; Lasmi, Lasmi; Sudarmadi, Sudarmadi
Journal of Education for Sustainable Development Studies Vol. 2 No. 1 (2025): Journal of Education for Sustainable Development Studies
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jesds.v2i1.38

Abstract

Moral education plays a vital role in shaping students’ character and personality, guiding them to become individuals with noble character, a strong sense of responsibility, and high social awareness. The Indonesian Community Center (ICC) Muar, located in Johor, Malaysia, serves as an educational institution for children of Indonesian migrant workers at the elementary level. It holds a significant responsibility in embedding moral values through effective and sustainable learning strategies tailored to the unique needs of its students. This study aims to explore the strategies employed in Islamic education at ICC Muar in fostering a morally grounded Muslim generation. A descriptive qualitative research design was adopted, utilizing observation, interviews, and documentation as the primary data collection techniques. The findings reveal that ICC Muar integrates several key strategies in its moral education efforts: modeling by teachers who serve as moral exemplars, active and participatory learning methods, the use of interactive learning media, and the incorporation of religious and social activities that emphasize direct practice and application. These strategies contribute not only to students’ increased religious understanding but also to the internalization of moral behaviors in daily life, such as discipline, empathy, and social responsibility. The learning approach at ICC Muar is deeply rooted in Islamic values, creating a holistic and supportive educational environment. As a result, the institution successfully nurtures a generation of students who are not only intellectually capable but also possess strong moral integrity and spiritual depth, aligning with the broader goals of Islamic moral education.

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