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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 32 Documents
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Holistic Education: A Catalyst for Actualizing Sustainable Development Goals in Primary School Curricula Jimola, Folasade Esther; Ofodu, Graceful Onovughe
Journal of Education for Sustainable Development Studies Vol. 2 No. 2 (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.v2i2.40

Abstract

Education begins the day a child is born to the time of death. Inculcating the right attitude and perception about sustaining development goals (SDGs) should start in earnest, immediately after a child is born. Primary education is crucial to achieving SDGs and serves as the bedrock that determines the sustainability of other levels of education. Holistic education at the primary level is an indispensable factor that can help implement and achieve all 17 sustainable development agenda. This paper: i) enumerates the benefits of teaching SDGs at primary level of education, ii) reveals the constraints bedeviling the actualization of SDGs at the primary level of education, iii) demystifies the integration and application of holistic pedagogy in teaching and learning of sustainability in lesson content, iv) introduces holistic strategies as effective means of teaching SDGs (1, 2, 3, 5, 6, 13, 14, 15, and 16), v) explains how and why holistic education is a lynch pin to the actualization of SDGs, vi) shows how to incorporate informal education into formal education in primary schools for sustainable development, and vii) presents language mix as a viable means to achieving SDGs. The paper concludes that to meet the 2030 SDGs agenda, primary education needs to prioritize: acquisition of sustainable development (SD) contents in classrooms; learning of SD-related skills; application of SDGs to life situations; inculcation of values and right attitudes towards SDGs; and utilization of learner-centred techniques in teaching and learning of SD topics. It was recommended that primary school teachers should expose pupils to holistic education that covers philosophical, social, environmental, economic, and emotional aspects, and pedagogical practices, rather than solely prioritizing the academic aspect for examination purposes.
Evaluating the Balance between Quality and Quantity in Secondary Education in Tanzania: Challenges and Opportunities Mduwile, Peter; Goswami, Dulumoni; Ibrahim, Didymus; Lufunga, Janeth; Baruah, Niharika
Journal of Education for Sustainable Development Studies Vol. 2 No. 2 (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.v2i2.43

Abstract

Tanzania has expanded secondary education access over the past two decades through initiatives like the Secondary Education Development Program and Free Education Policy. While these reforms have significantly increased enrollment, concerns about educational quality persist. This study investigates how rapid enrollment growth has affected the quality of secondary education in Tanzania, particularly focusing on disparities in learning outcomes, teacher distribution, and infrastructure. A mixed-methods design was employed, combining quantitative analysis of government statistics (2015–2023) with qualitative data from interviews and focus group discussions in both urban and rural schools. Quantitative data assessed trends in enrollment, teacher-pupil ratios, and academic performance, while qualitative insights explored experiences of students, teachers, and administrators. Enrollment rose by over 50% between 2015 and 2023. However, this expansion coincided with overcrowded classrooms, underqualified teachers, and limited resources. Teacher deployment and learning outcomes remained uneven across regions. Participants highlighted systemic challenges, including a lack of functional laboratories, insufficient materials, and poor infrastructure. Despite these issues, emerging opportunities include ICT integration, community engagement, donor support, and reforms in the Education and Training Policy. Tanzania’s focus on universal access must be matched by targeted efforts to enhance quality. Key recommendations include investing in teacher training, infrastructure development, equitable resource allocation, digital learning, and accountability mechanisms. Achieving Sustainable Development Goal 4 requires a strategic balance between quantity and quality to ensure inclusive, equitable, and transformative education for all.
Effectiveness of the Structured Teaching Programme on Water Conservation Methods among School Children at a Selected Private School, Coimbatore Vadamalraj, Kavitha; Abdullah, Fairoj Banu; Pandiyaraj, Gokila Devi; Prasad, Goutham; Sabu, Helna Rose; Peter, Irene Sara
Journal of Education for Sustainable Development Studies Vol. 2 No. 2 (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.v2i2.48

Abstract

Water conservation has emerged as a critical global concern owing to rising demand, rapid population growth, urban expansion, and climate change impacts. India is particularly vulnerable, with many regions experiencing frequent water shortages, which underscores the role of education as a key approach for sustainable resource management. Within the framework of Education for Sustainable Development (ESD), it is essential to equip young learners with environmental knowledge, positive attitudes, and practical skills that foster responsible behaviours. The present study was undertaken to examine the effectiveness of a structured teaching programme (STP) on water conservation among school children. A pre-experimental one-group pre-test and post-test research design was employed with 100 students aged 14–16 years, purposively chosen from classes IX to X in a private school in Coimbatore. Data collection was carried out using a validated knowledge, attitude, and practice (KAP) tool comprising 15 multiple-choice questions to assess knowledge, 10 attitude statements, and 10 practice-related items scored on a five-point Likert scale. The intervention involved structured teaching sessions that combined interactive discussions, visual aids, and activity-based learning strategies. Statistical analysis was performed using SPSS version 26.0 with descriptive measures and paired t-tests. The findings demonstrated significant improvement across all domains. Knowledge scores rose from 7.5 to 12.8, attitude scores from 30.1 to 41.7, and practice-related awareness from 5.9 to 9.1, with all differences statistically significant at p < 0.001. Furthermore, 86% of students achieved knowledge scores above 10 after the programme, indicating effective knowledge acquisition. In summary, the study highlights that structured teaching is a valuable approach for enhancing awareness of water conservation in school settings. Embedding such interventions into the school curriculum can play an important role in advancing environmental sustainability and encouraging long-term behavioural change.
Making Green Schools a Reality through Economically Sustainable Strategies Arora, Meenal
Journal of Education for Sustainable Development Studies Vol. 2 No. 2 (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.v2i2.51

Abstract

The imperative to “learn to live sustainably” is widely recognized, yet environmental concerns remain marginal within mainstream educational systems across the globe. Education, as identified by UNESCO, is both a foundational pillar of sustainable development and its principal enabler, capable of shaping attitudes and competencies necessary for effective climate action and resource management (UNESCO, 2024). Green Schools exemplify this integration by employing a whole-institution approach to embed sustainability within teaching, operations, governance, and community engagement, empowering learners and all school stakeholders to address complex social, economic, and environmental challenges. This study aims to guide policymakers, school administrators, and education managers in adopting economically sustainable strategies for the realization of Green Schools. The research employed a qualitative methodology, combining systematic literature review of academic publications, policy reports, and institutional case studies discussing the environmental, social, and economic dimensions of sustainable schooling. To enhance contextual relevance, the study also incorporated case studies of schools in India that have successfully implemented green initiatives, using semi-structured interviews and surveys with administrators, teachers, and students to capture firsthand experiences and perceptions. Key findings indicate that the sustainable transformation of schools is facilitated by four core strategies: developing multi-sector partnerships, reinvesting operational cost savings, leveraging strengths-based models to integrate sustainability across disciplines, and employing cost-effective technologies that reduce environmental footprints while fostering financial resilience. Notably, case examples illustrate how these strategies—when adopted collectively—embed environmental responsibility throughout school governance, operations, curriculum, and community relationships. The study concludes that actionable, economically sustainable models empower all members of the school community, from leadership to learners, to participate actively in advancing Education for Sustainable Development (ESD) goals. By presenting replicable best practices and mechanisms for continuous improvement, this research contributes practical insights for schools worldwide seeking to align their educational environments with global sustainability objectives.
From Stated Knowledge to Certainty of Thought: A Study on Four-Level Tests in Mathematics Teaching Orhani, Senad
Journal of Education for Sustainable Development Studies Vol. 2 No. 2 (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.v2i2.53

Abstract

Traditional approaches to assessment in mathematics are often limited to measuring final results, without providing sufficient insight into students’ cognitive processes and confidence in their answers. The Four-Tier Diagnostic Test (FTDT) represents an innovative assessment instrument designed to evaluate not only the correctness of knowledge but also students’ confidence levels, reasoning accuracy, and ability to distinguish between accurate understanding and misconceptions. This study aims to analyze the application of FTDT in mathematics teaching, focusing on identifying conceptual difficulties and the structure of students’ beliefs regarding their knowledge. The research was conducted with 70 lower secondary school students from “Heronjtë e Lumës” in Vërmica, Prizren, Kosovo, through a specially designed diagnostic instrument covering topics such as algebra, geometry, probability, and statistics. Data were analyzed using descriptive and inferential statistics, including Chi-square, Pearson correlation, and t-tests, supported by qualitative analysis of reasoning patterns. The results revealed that the FTDT enables a precise distinction between errors caused by lack of knowledge, uncertainty of thought, and persistent misconceptions. Students were classified into three cognitive profiles: those with stable knowledge, those with unstable knowledge, and those with strong misconceptions. A significant positive correlation (r = .66, p < .001) was found between confidence in answers and reasoning, confirming that confidence is a reliable indicator of conceptual stability. The findings demonstrate that FTDT serves as a valuable diagnostic and pedagogical tool for mathematics teachers, supporting the design of personalized teaching strategies and targeted interventions. This study contributes to the growing body of research emphasizing diagnostic assessment as a cornerstone for improving the quality and sustainability of mathematics education. Ultimately, the ability to gauge one’s certainty accurately is essential for making informed, sustainable decisions in complex, real-world problem-solving scenarios.
Relationship Between High Levels of Teacher Preparation and Teacher Turnover and Its Impact on Sustainability of Education Systems in Public Secondary Schools in Bushenyi Ishaka Municipality, Uganda Tukahirwa Evas Bindeeba; Tukur Muhammad; Lucy Aja; Alex Behakanira Tumwesigye
Journal of Education for Sustainable Development Studies Vol. 3 No. 1 (2026): 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.v3i1.39

Abstract

This study examines the relationship between high levels of teacher preparation and teacher turnover in public secondary schools in Bushenyi–Ishaka Municipality, Uganda. Low levels of teacher turnover, which can be achieved through high levels of teacher preparation and support, lead to a more inclusive and equitable quality education and support teacher well-being. This ultimately contributes to a more sustainable and equitable educational environment through reduced disruptions. The study adopted a cross-sectional research design and employed a mixed-methods approach, integrating both quantitative and qualitative techniques within a single study. The target population consisted of 4,454 individuals, from which a sample of 367 respondents was selected using proportionate random sampling based on the number of teachers and students, calculated with Slovin’s formula. Data were collected using questionnaires and interview schedules. Quantitative data were analyzed through Pearson correlation and multiple regression analysis using SPSS software version 27.0. Qualitative data were analyzed through thematic analysis. Reliability was established through Cronbach’s alpha value of 0.872. Data was also analyzed through descriptive statistics like frequencies, means, and percentages. Results showed a strong negative correlation between high levels of preparation (HLP) and teacher turnover (r = -0.878, p < 0.05). This shows that teachers who have high levels of preparation tend to stay in their jobs. Multiple regression analysis was used to determine the influence of motivation on teacher turnover, which was significant at 64.5% (R² = 0.645). These results highlight the critical role of teacher preparation in reducing turnover, as well-prepared teachers tend to be more committed and satisfied with their work. Based on these findings, it is recommended that educational leaders implement comprehensive teacher training programs to enhance preparation and retention, thereby fostering a stable and effective learning environment for students.
Questionnaire Design and Validation to Measure the Effectiveness of the Outcome-Based Teaching-Learning Process Jyotiprava Mohanta; Shyamal Kumar Das Mandal
Journal of Education for Sustainable Development Studies Vol. 3 No. 1 (2026): 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.v3i1.54

Abstract

In outcome-based education, the learners know what is expected of them after the course completion. The learners here are responsible for their learning process, which increases their active learning, self-learning, collaborative learning, higher-order skills, and, in turn, life-long learning skills. This paper is designed to develop a questionnaire that measures domain-dependent and domain-independent skills like self-learning, active and collaborative learning, higher-order thinking, and the learners’ satisfaction and continuous updating of the curriculum for the proposed outcome-based teaching-learning process. It also serves as a template for the steps needed to design and validate a questionnaire. During the design of the questionnaire, the content validity was established by five experts, and the CVI value of the items considered was ≥ 0.80. After designing the questionnaire, the proposed methodology was implemented and validated on the undergraduate BTech learners of “Seemanta Engineering College” as a pilot study. The preliminary and factor analysis results were applied to 220 learners, and the results were significant. The confirmatory results (RMSEA = 0.049, CFI = 0.963, TLI = 0.957, and SRMR = 0.036), considering 436 learners, also validate that the designed questionnaire is reliable and valid to measure the effectiveness of the teaching-learning process. This paper will guide the researcher step by step to design and validate the questionnaire, thus improving the quality of research.
Interdisciplinary Integration of Sustainable Development Goals in Secondary Education Rena Alasgarova; Eltaj Maharramova
Journal of Education for Sustainable Development Studies Vol. 3 No. 1 (2026): 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.v3i1.58

Abstract

This qualitative study examines the role of teacher collaboration in integrating the Sustainable Development Goals (SDGs) into interdisciplinary secondary education in Azerbaijan. A total of 157 educators and school leaders from 20 schools participated in in-depth interviews, providing insights into their knowledge of SDGs, collaboration practices, and perceived institutional support. The study identifies that while educators demonstrate a general awareness of the importance of sustainability, their initial understanding of the SDGs is often vague or incomplete. Once clarified, participants recognized that many of their existing practices already align with SDG competencies, albeit unintentionally. The findings highlight several critical barriers to effective SDG collaboration, including heavy emphasis on exam-driven instruction, limited practical training, inconsistent communication, and scarcity of instructional resources aligned with local language and classroom needs. The Ministry of Education’s requirement for schools to prepare sustainability-themed action plans has increased visibility of SDG-related initiatives; however, teacher engagement in planning and interdisciplinary collaboration remains limited due to administrative centralization of responsibilities. The study proposes a comprehensive teacher development framework emphasizing SDG literacy enhancement, structured collaboration, and interdisciplinary pedagogical innovation. Practical implications include the need for systematic professional development, distributed leadership models, and deeper community participation in sustainability initiatives. The findings further contribute to theoretical perspectives on sustainable education by highlighting how shared vision and institutional support facilitate interdisciplinary teaching practices. This research advances understanding of the contextual challenges and opportunities for SDG education in post-Soviet educational systems and underscores the importance of empowering teachers as proactive change agents in promoting sustainability across the curriculum.
From Care to Citizenship: Rethinking Early Childhood Education Through the Lens of Sustainability and Participation Zoi Apostolou
Journal of Education for Sustainable Development Studies Vol. 3 No. 1 (2026): 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.v3i1.59

Abstract

Education for active citizenship constitutes a central pillar of contemporary educational policies at both international and national levels. In Greece, recent legislative initiatives and the new curriculum “Actions of an Active Citizen” (Government Gazette 6048/B'/1-11-2024) introduce 17 thematic areas aligned with the Sustainable Development Goals (SDGs), implemented from preschool to upper secondary education. The main objective is to establish active citizenship as a concept and pedagogical practice, promoting democracy, cooperation, and social responsibility. This study focuses on early childhood education and explores how preschool teachers in the Cyclades (North Aegean, Greece) design and implement active citizenship projects within this curriculum framework, as well as how they evaluate their effectiveness. The research aims to capture pedagogical practices that foster democratic learning and sustainable development through participation, collaboration, and the engagement of both the school and the local community. Specifically, it examines how they conceptualize the notion and pedagogical role of active citizenship in early childhood education, what forms of pedagogical practices and activities they implement, and what challenges or needs they identify for the effective integration of active citizenship into their educational practice. The study was conducted during the 2024–2025 school year and targeted all preschools across the Cyclades islands. Data were collected through a structured questionnaire and were analyzed using SPSS v.29. The results indicated that preschools can serve as living laboratories of democracy and social transformation. Through intentional, reflective pedagogy, active citizenship becomes a way of life within the educational experience. Early childhood emerges as a fertile ground for nurturing values such as empathy, solidarity, and responsibility. The case of the Cyclades illustrates how small school communities can function as micro-democracies, where children learn to listen, collaborate, and care for their shared world.
Confluence of Leadership Dynamics, Organizational Politics, and Faculty Morale and Its Impact in Higher Education: An Exploratory Case Study N. Fathima Thabassum
Journal of Education for Sustainable Development Studies Vol. 3 No. 1 (2026): 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.v3i1.60

Abstract

This exploratory qualitative case study examines how leadership dynamics and organizational politics shape faculty morale and institutional readiness for Education for Sustainable Development (ESD) in a mid-sized self-financing college in South India. It analyses how organizational politics influence decision-making, role allocation, and administrative behavior, and how these processes affect faculty participation and institutional culture. The study further derives implications for leadership development and governance reform aimed at enhancing ESD readiness. Drawing on French and Raven’s Bases of Power (1959), McGregor’s Theory X–Y (1960), Schein’s model of organizational culture (1985), and contemporary ESD literature, the study triangulates reflective observations, semi-structured faculty interactions (n = 12), and institutional document analysis (2020–2024). Thematic analysis identified five core themes: administrative centralization, selective delegation, sponsorship politics, cultural inconsistency, and declining faculty engagement. Centralized decision-making and opaque delegation practices reduced faculty autonomy, generated role ambiguity, and redirected effort toward political navigation rather than academic innovation. Conversely, transparent communication, participative governance, and recognition of expert competence were associated with higher levels of trust, engagement, and capacity to integrate sustainability into teaching and institutional practice. The findings suggest that ethical, competence-based, and participative leadership is essential not only for sustaining faculty morale but also for enabling institutional transformation toward ESD. Accordingly, recommendations include governance reform, leadership capacity building, transparent administrative processes, and mechanisms for monitoring organizational climate, which function synergistically to counteract politicized work environments, reinforce ethical and transformational leadership, and strengthen organizational commitment, academic productivity, and the long-term sustainability of higher education institutions.

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