A inclusive approach to Education for Sustainability (EfS) remains absent in many instructional settings, with educators frequently working to the side within their disciplines. Education be necessary to involve social, environmental, cultural and economic approaches, so achieving interdisciplinarity, but further the shaping of life stances, values and ideologies. This affiliate aims to explore the role of instructors’ perceptions in advancing a collective school culture towards EfS. In this unit, Nine in-service teachers complicated in European environmental protection programmes were interviewed concerning their experiences, challenges, and hints for improvement. The Findings suggest that private educational policies and scholarships limit the extensive adoption of EfS. There is a pressing need for a exact alignment middle from two points EfS teacher education hypothesis, curricular approaches, and implementation before formulating or ensuing policies.

Author(s) Details:

Amalia Filippaki,
Department of Primary Education, Faculty of Pedagogical Sciences, University of Crete, P.O. Box: 74100, Rethymno, Greece.

Please see the link here: https://stm.bookpi.org/RRAASS-V2/article/view/12532

Keywords: Education for sustainability, sustainability in education, sustainable school, school culture, professional development, participatory planning, inclusivity, teacher education, policy