Developing teaching practices supportive of Education for Sustainable Development (ESD) among teachers of natural sciences at the secondary level

Abstract

The research aimed to develop teaching practices that support education for sustainable development, by identifying a list of those teaching practices, and then evaluating the reality of their teaching practices from the viewpoint of natural sciences teachers at the secondary level, and knowing the impact of the variables: years of service, qualification, scientific specialization, and gender. In teaching practices supporting education for sustainable development, and providing mechanisms for developing the practices of teachers of natural sciences; To achieve the goals of education for sustainable development. The research sample consisted of (300) male and female teachers in the course of natural sciences (physics - chemistry - biology - earth science) for the secondary stage, and they were chosen from all education offices in Riyadh. The researcher used the descriptive approach, and a questionnaire was prepared that included (31) teaching practices distributed on three axes: recognition, evaluation, and work. The results concluded that teachers of natural sciences, in general, practice teaching practices that support education for sustainable development to a moderate degree in all aspects, as the recognition axis averaged (4.08), followed by the evaluation axis with an average value of (3.97), and the third rank was occupied by the axis of recognition. Work with an average of (3.89). The results of the research also revealed that there is a statistically significant difference at the level (0.01) between the responses of the research sample due to the variables: years of service, qualification, scientific specialization, and gender. In the light of these results, mechanisms were presented to develop the practices of teachers of natural sciences to achieve the goals of education for sustainable development.