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Innovative Approach to ESD Integration into School-Based Curriculum Development Modules for Elementary Schools

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  • Li-Ching Hung

    (School of Teacher Education, National Taiwan Normal University, Taipei City 106, Taiwan)

  • Hsiang-Ju Pan

    (Graduate Institute of Curriculum and Instruction, National Taiwan Normal University, Taipei City 106, Taiwan)

Abstract

This study explores the curriculum development process and implementation challenges of a case school transitioning from a local to an ESD curriculum. Data were collected over 13 months through observations, interviews, and analysis of curriculum documents to examine the school’s curriculum development trajectory. The findings reveal that the school uses core concepts to link learning themes across grade levels, fostering a deeper and more coherent understanding of sustainability among students. Engagement and collaboration with key stakeholders provide diverse perspectives, and the school’s curriculum design is generally responsive to the concerns of its internal stakeholders. This study develops four perspective modules for ESD curriculum transformation: systemic, interdependent, comparative, and dialectical. In addition to analyzing the distinct applications of these perspectives, this research also discusses their usability in designing and implementing ESD in educational environments. These modules are designed to assist curriculum designers and practitioners in navigating the inherent complexities and contradictions of sustainability issues through innovative pedagogical approaches and to provide a valuable framework for educators transitioning from environmental education or local curricula to robust ESD implementation.

Suggested Citation

  • Li-Ching Hung & Hsiang-Ju Pan, 2025. "Innovative Approach to ESD Integration into School-Based Curriculum Development Modules for Elementary Schools," Sustainability, MDPI, vol. 17(4), pages 1-26, February.
    • Handle: RePEc:gam:jsusta:v:17:y:2025:i:4:p:1427-:d:1587333
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    References listed on IDEAS

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    1. Tuba Stouthart & Dury Bayram & Jan van der Veen, 2023. "Capturing Pedagogical Design Capacity of STEM Teacher Candidates: Education for Sustainable Development through Socioscientific Issues," Sustainability, MDPI, vol. 15(14), pages 1-26, July.
    2. Norita Ahmad & Maria Toro-Troconis & Mohammed Ibahrine & Rose Armour & Victoria Tait & Katharine Reedy & Romas Malevicius & Vicki Dale & Nathalie Tasler & Yuma Inzolia, 2023. "CoDesignS Education for Sustainable Development: A Framework for Embedding Education for Sustainable Development in Curriculum Design," Sustainability, MDPI, vol. 15(23), pages 1-24, November.
    3. Marie Weiss & Matthias Barth & Arnim Wiek & Henrik von Wehrden, 2021. "Drivers and Barriers of Implementing Sustainability Curricula in Higher Education - Assumptions and Evidence," Higher Education Studies, Canadian Center of Science and Education, vol. 11(2), pages 1-42, June.
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    Cited by:

    1. Gkargkavouzi, Anastasia & Halkos, George, 2025. "“Greening” Education for Climate Resilience: Strategies, Implementation, and Curriculum Integration," MPRA Paper 125668, University Library of Munich, Germany.
    2. Jhih-Ning Jhang & Yi-Chun Lin & Yen-Ting Lin, 2025. "A Study on the Effectiveness of a Hybrid Digital-Physical Board Game Incorporating the Sustainable Development Goals in Elementary School Sustainability Education," Sustainability, MDPI, vol. 17(15), pages 1-23, July.

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