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Education for Sustainability in the Secondary Sector—A Review

Author

Listed:
  • Neil Taylor
  • Frances Quinn
  • Kathy Jenkins
  • Helen Miller-Brown
  • Nadya Rizk
  • Theodosia Prodromou
  • Penelope Serow
  • Subhashni Taylor

Abstract

This article reviews Education for Sustainability (EfS) in the secondary sector across a range of countries. Drawing on journal articles, book chapters and official reports, it identifies some of the more successful approaches to implementing EfS within the secondary sector. The authors first discuss the importance of educating for sustainability at the secondary level and then explore barriers to effective EfS in secondary schools. They go on to share their insights into contextual factors that influence EfS practices which are reported in the case studies. In particular, they discuss the influence of (a) politics and curriculum renewal, (b) alignment of curriculum, resources and teaching, (c) the perceived state of EfS and (d) teachers’ professional development as determinants of EfS implementation and success.

Suggested Citation

  • Neil Taylor & Frances Quinn & Kathy Jenkins & Helen Miller-Brown & Nadya Rizk & Theodosia Prodromou & Penelope Serow & Subhashni Taylor, 2019. "Education for Sustainability in the Secondary Sector—A Review," Journal of Education for Sustainable Development, , vol. 13(1), pages 102-122, March.
    • Handle: RePEc:sae:jousus:v:13:y:2019:i:1:p:102-122
    DOI: 10.1177/0973408219846675
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    References listed on IDEAS

    as
    1. Manuku Mukoni, 2013. "Environmental Education in Zimbabwean Secondary Schools: Greening or Transformative Social Change?," International Journal of Asian Social Science, Asian Economic and Social Society, vol. 3(4), pages 971-991, April.
    2. Youyi Tian & Chenyu Wang, 2016. "Environmental Education in China: Development, Difficulties and Recommendations," Journal of Social Science Studies, Macrothink Institute, vol. 3(1), pages 31-43, January.
    3. Manuku Mukoni, 2013. "Environmental Education in Zimbabwean Secondary Schools: Greening or Transformative Social Change?," International Journal of Asian Social Science, Asian Economic and Social Society, vol. 3(4), pages 971-991.
    Full references (including those not matched with items on IDEAS)

    Citations

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    Cited by:

    1. Juan-Francisco Álvarez-Herrero, 2023. "Urban Itineraries with Smartphones to Promote an Improvement in Environmental Awareness among Secondary School Students," IJERPH, MDPI, vol. 20(3), pages 1-16, January.
    2. repec:thr:techub:10024:y:2021:i:1:p:89-98 is not listed on IDEAS
    3. Bulan Prabawani & Sudharto Prawata Hadi & Irina Safitri Zen & Nurul Retno Hapsari & Ilham Ainuddin, 2022. "Systems Thinking and Leadership of Teachers in Education for Sustainable Development: A Scale Development," Sustainability, MDPI, vol. 14(6), pages 1-14, March.
    4. Maria Magdalena Isac & Wanda Sass & Jelle Boeve-de Pauw & Sven De Maeyer & Wouter Schelfhout & Peter Van Petegem & Ellen Claes, 2022. "Differences in Teachers’ Professional Action Competence in Education for Sustainable Development: The Importance of Teacher Co-Learning," Sustainability, MDPI, vol. 14(2), pages 1-17, January.

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