DC FieldValueLanguage
dc.contributor.authorSaiti, Anna-
dc.contributor.authorSardianou, Eleni-
dc.contributor.authorKougias, Konstantinos-
dc.date.accessioned2024-04-19T12:06:20Z-
dc.date.available2024-04-19T12:06:20Z-
dc.date.issued2022-05-17-
dc.identifierscopus-85171284186-
dc.identifier.issn27305988-
dc.identifier.issn2730597X-
dc.identifier.other85171284186-
dc.identifier.urihttps://uniwacris.uniwa.gr/handle/3000/2170-
dc.description.abstractEnvironmental education (EE) has an important educational background in Greece as it appears in its precursory form in the 1980s. EE gradually, through international initiatives, shifted to education for sustainable development (ESD). This alteration of EE to ESD made ESD an educational current that has been constantly enhanced over the last decade. Due to its holistic character, ESD is compatible with the latest educational approaches. This was expected to lead to the implementation of ESD in the Greek education system without obstacles, something that did not happen as even today there is inertia regarding its introduction. The purpose of the paper is to analyze attitudes and perception on introducing sustainability issues on educational system based both on theoretical and empirical analysis. In particular, the theoretical analysis aims to identify the absence of ESD from the Greek education system and records the lack of the term sustainability from the school textbooks. For the empirical analysis, a questionnaire is used in order to estimate the perceptions of secondary teachers that apply different educational approaches to ESD as well as their desire to integrate it into their teaching. We conclude that teachers consider the lack of resources, materials, or intangibles ones and the absence of training as major obstacles hampering the implementation of ESD. Educators identify obstacles to the implementation of ESD due to their own practices and attitudes, as well as due to issues outside the school context. The study supports the view that the structural integration of ESD in the school curriculum is of great importance as it will lead students to sustainable attitudes and behaviors.en_US
dc.language.isoenen_US
dc.relation.ispartofCircular Economy and Sustainabilityen_US
dc.subjectCurriculumen_US
dc.subjectESDen_US
dc.subjectPerceptionsen_US
dc.subjectSchoolteachersen_US
dc.subjectSustainabilityen_US
dc.titleAttitudes and Perceptions on Education for Sustainable Developmenten_US
dc.typeArticleen_US
dc.identifier.doi10.1007/s43615-022-00174-wen_US
dc.identifier.scopus2-s2.0-85171284186-
dcterms.accessRights0en_US
dc.relation.deptDepartment of Early Childhood Education and Careen_US
dc.relation.facultySchool of Administrative, Economics and Social Sciencesen_US
dc.relation.volume3en_US
dc.relation.issue1en_US
dc.identifier.spage425en_US
dc.identifier.epage445en_US
dc.linkhttps://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85171284186&origin=inwarden_US
dc.collaborationUniversity of West Attica (UNIWA)en_US
dc.journalsSubscriptionen_US
dc.publicationPeer Revieweden_US
dc.countryGreeceen_US
local.metadatastatusverifieden_US
item.fulltextNo Fulltext-
item.grantfulltextnone-
item.openairetypeArticle-
item.languageiso639-1en-
item.cerifentitytypePublications-
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
crisitem.author.deptDepartment of Early Childhood Education and Care-
crisitem.author.facultySchool of Administrative, Economics and Social Sciences-
crisitem.author.orcid0000-0002-3882-9565-
crisitem.author.parentorgSchool of Administrative, Economics and Social Sciences-
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