Mapping Teachers’ Viewpoints on Environmental Awareness Within Education for Sustainable Development: A Q Method Study

Q-method analysis is used to determine participants’ subjective viewpoints on a given subject. A review of the extant literature revealed a paucity of research examining participants’ viewpoints on environmental awareness within Education for Sustainable Development (ESD) using Q-method analysis. The aim of this study is to uncover teachers’ viewpoints on environmental awareness within ESD using Q method analysis. Accordingly, the study employed Q-method analysis as a mixed research methodology. Issues related to ESD are addressed in primary and secondary school curricula in Türkiye, primarily within the scope of science and social studies courses. The participants in the study consist of science, social studies, and primary school teachers working in the Gaziantep province of Türkiye. The data collection instrument, developed through criterion sampling, was a Q-method form created by the researchers based on insights from the relevant literature and field specialists. Quantitative and qualitative data were analyzed using PQ Method 2.35 statistical software. The findings indicate that participants’ viewpoints on environmental awareness within ESD were grouped into two factors and were predominantly positive (93%), showing consistency across gender and teaching field variables. While all 66 participants in Factor 1 demonstrated wholly positive attitude towards ESD, the 5 participants in Factor 2 exhibited partially positive attitudes. Participants expressed the most positive viewpoints regarding the protection of forests, energy resources, and recycling, whereas the least positive viewpoints were related to the ozone layer, climate change, and the economical use of resources. Based on these findings, it is recommended that teachers’ awareness of issues such as the ozone layer, global warming, and the economical use of resources be enhanced.