Abstract
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Historically, the United Nations has challenged 195 nations to live sustainably to address the current needs of its people and the future of the nations through the Sustainable Development Goals Global Movement. This paper contributes to the existing knowledge about differences in teachers’ conceptual understanding of sustainable development (SD) in Elementary schools about their professional experience and subject area. The paradigm of the research was interpretivism and the methodology was qualitative. The design was phenomenology research and the transcendental approach was adopted. The semi-structured interview was used for data collection and the 12 participants were selected for data collection. Data was collected till saturation. Thematic analysis using N-Vivo was conducted for data analysis. In the initial phase, five themes were noted and reported. The data was analyzed and the results reveal teachers' understanding of sustainable development goals and which indicates were poor. |
Keywords
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Conceptual Understanding, Financial, Economic, School Teachers, Social, Sustainable Development Goals |
Article
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Article # 47
Volume # 2
Issue # 3
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DOI info
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DOI Number: 10.47205/jdss.2021(2-III)47
DOI Link: http://doi.org/10.47205/jdss.2021(2-III)47
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