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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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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.

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