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Education as a Critical Factor of Sustainability: Case Study in Qatar from the Teachers’ Development Perspective

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  • Wadha A Al-Thani

    (Division of Sustainable Development, College of Science and Engineering, Hamad Bin Khalifa University, Qatar Foundation, Doha 34110, Qatar)

  • Ibrahim Ari

    (Division of Sustainable Development, College of Science and Engineering, Hamad Bin Khalifa University, Qatar Foundation, Doha 34110, Qatar)

  • Muammer Koç

    (Division of Sustainable Development, College of Science and Engineering, Hamad Bin Khalifa University, Qatar Foundation, Doha 34110, Qatar)

Abstract

Education is considered the primary driver of sustainable development. Teachers play a critical role in the conjunction of ideal, designed, and actual teaching and learning experience delivery. Successful education plays a crucial role in accomplishing the UN Sustainable Development goals (SDGs). Therefore, this research focused on the better preparation of teachers to deliver high-quality education for achieving SDGs in Qatar. To this end, this study investigated teachers’ development needs, including their professional preparation, empowerment, and assessment, by employing semi-structured interviews in selected schools. In summary, the findings show a lack of professional development (PD) opportunities, and the current PD approaches have no direction, purpose, or progress. The results also demonstrate that objective and customized assessment methods, a clear and robust career roadmap, and career promotions accordingly would increase teachers’ motivation for their, and thus students’, development. In addition, only a few teachers are aware of the SDGs and their connections with education. Therefore, there is a need to raise their level of understanding and motivation by preparing them with the right set of skills and tools and paying attention to the teachers’ development as a whole at school, society, and policy levels.

Suggested Citation

  • Wadha A Al-Thani & Ibrahim Ari & Muammer Koç, 2021. "Education as a Critical Factor of Sustainability: Case Study in Qatar from the Teachers’ Development Perspective," Sustainability, MDPI, vol. 13(20), pages 1-32, October.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:20:p:11525-:d:659370
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    References listed on IDEAS

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    1. Piotr F. Borowski, 2021. "Significance and Directions of Energy Development in African Countries," Energies, MDPI, vol. 14(15), pages 1-19, July.
    2. Ari, Ibrahim & Akkas, Erhan & Asutay, Mehmet & Koç, Muammer, 2019. "Public and private investment in the hydrocarbon-based rentier economies: A case study for the GCC countries," Resources Policy, Elsevier, vol. 62(C), pages 165-175.
    3. Mona M. Al-Kuwari & Luluwah Al-Fagih & Muammer Koç, 2021. "Asking the Right Questions for Sustainable Development Goals: Performance Assessment Approaches for the Qatar Education System," Sustainability, MDPI, vol. 13(7), pages 1-28, April.
    4. Maryam A. Al-Hail & Luluwah Al-Fagih & Muammer Koç, 2021. "Partnering for Sustainability: Parent-Teacher-School (PTS) Interactions in the Qatar Education System," Sustainability, MDPI, vol. 13(12), pages 1-25, June.
    5. Ari, Ibrahim & Koc, Muammer, 2021. "Philanthropic-crowdfunding-partnership: A proof-of-concept study for sustainable financing in low-carbon energy transitions," Energy, Elsevier, vol. 222(C).
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    Cited by:

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