The world had faced many challenges and issues throughout its history however current problems we encounter today are mainly the results of the human activities. Ozone layer depletion, global climate change, extinction, deforestation, air pollution and water scarcity caused a huge impact on our realization of the problems and resulted in global interventions. In addition to environmental problems, there are social and economic issues such as inequality of wealth, oppression on women, social insecurity, immigration, and wars. Hence, current understanding of development and our interaction with environment requires a new strategy to ensure both natural balance and development, and to provide equal opportunity and prosperity for everyone (United Nations Conference on Environment and Development, 1993).
With the efforts of United Nations, sustainable development (SD) has been suggested to achieve “fulfillment of basic needs, improved living standards for all, better protected and managed ecosystems and a safer, more prosperous future” (UNCED, 1993, p. 15). Although it is hard to define the term because of its inclusive nature, sustainable development is stated as; “a development that meets the needs of the present without compromising the ability of future generations to meet their own needs” (World Commission on Environment and Development, 1987, p. 43). The term should be thought as a paradigm for thinking about a future in which environmental, economic and social considerations are balanced in the pursuit of development and improved quality of life (McKeown, Hopkins, Rizzi, & Chrystalbridge, 2006). Reorientation of education is required, and steps are taken by many countries to shape their education system by including Education for Sustainable Development (ESD) in their curriculums (McKeown et al., 2006).
In light of the general purpose of chemistry curriculum, it is expected to include learning objectives that would support those aims. Hence, this study is directed toward understanding the inclusion of ESD and aspects of SD in Secondary School Chemistry Curriculum of Turkey (2013-2018).
Reorienting existing educational programmes to address sustainability was expected from United Nations Educational, Scientific and Cultural Organization (UNESCO) Member States during the UN Decade of Education for Sustainable Development (2005-2014), and Secondary School Chemistry Curriculum has been updated in 2013 by National Ministry of Education of Turkey (MEB). Investigating the inclusion of ESD in updated chemistry curriculum is required to assess the overall inclusion of ESD in Turkish education programme. A literature review of the subject showed the research gap in the area of curriculum analysis of chemistry education in terms of ESD. Furthermore, Global Action Programme (GAP) seeks to accelerate progress toward SD by extending good examples of ESD in a global level. Hence, it is essential to analyze the current state of the curriculum in order to contribute to and benefit from the international practices.
The purpose of this qualitative study is to reveal the inclusion of learning objectives that reflect Education for Sustainable Development in the Secondary School Chemistry Curriculum of Turkey employed between 2013 and 2018.
The study addresses the three research questions given below;
1. Which objectives of Secondary School Chemistry Curriculum of Turkey (2013-2018) are related to ESD?
2. Which aspects of Sustainable Development are reflected through ESD related objectives in Secondary School Chemistry Curriculum of Turkey (2013-2018)?
3. How are the ESD related objectives of the Secondary School Chemistry Curriculum of Turkey (2013-2018) reflected in the chemistry textbooks approved by the Ministry of National Education?