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Reply from Ms. Indira Kartika Rahayu
2020.07.13 13:08:04
Dear Ms. Rima thank you for your question. That statement is supported by
interview data and learning design analysis, these two schools have different
school conditions, which causes many factors involved. In VHS A environmental
education teachers had integrated SDGs into their learning but limited to SDGs
related to environmental issues only while those related to social and economic
fields did not yet been taught, while in VHS B, most students and teachers are
familiar with the concept of ESD and teacher connect it with social, economic,
and environmental issue. Other than that, learning design, student awareness,
school community and collaboration is another supporting factor.
Based on literature, Verma G (2017) Integration sustainable development in
environmental education into the school curriculum will depend on many factors
such as specific conditions, aims of education, and socio-economic structure of
a particular country. Arguing for the integration approach- Bolstad (2005) found
that schools are likely to find space for environmental education if it can be
associated with existing subjects in the curricula rather than creating a new
subject.
The cause of students not understand the concept of SDGs should not be limited
to these factors. Following up on this requires further research in identifying
these factors more deeply. Thank you, I hope this statement can answer your
question.
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