Session Information
99 ERC SES 08 K, Sustainability in Education Research
Paper Session
Contribution
The pressing global challenges necessitate a paradigm shift in how humanity lives, prompting education systems to adapt and incorporate learning objectives aligned with sustainability principles (UNESCO, 2017). Acknowledging this imperative, acquiring new mindsets becomes crucial (Broo, 2022; Lees, 2021; Rimanoczy, 2020). This shift involves a profound transformation of individuals' inner worlds, encompassing radical changes in values, thoughts, and lifestyles (Jančius et al., 2022). Recognizing that primary education shapes the future, integrating sustainability values into curricula becomes essential, influencing children's lifelong perspectives (Chawla, 2007; Lloyd & Gray, 2014).
While it is vital for curricula to reflect global issues, there is a risk of schools merely disseminating information without fostering critical engagement (Bourn et al., 2016). It becomes paramount to guide children in establishing harmonious relationships with the Earth and others, addressing issues like climate change, global poverty, and gender equality (Herbert, 2008). However, research indicates a scarcity of sustainability-related content in primary education, with existing studies indirectly linked to sustainability (Andersen, 2018). Despite holistic aspects of sustainability education in primary schools, the lack of effective didactic approaches hampers influencing students' attitudes and behaviors (Taylor et al., 2019; Nepraš et al., 2022).
Moreover, teachers' discomfort in discussing uncomfortable or controversial topics with primary students adds a layer of complexity (Mundy & Manion, 2008; Oberman et al., 2012; Robinson & Sebba, 2010). This unease is exacerbated by the fact that sustainability competences have traditionally been studied in higher education, leaving a dearth of knowledge about their development in primary education (Brundiers et al., 2020; Redman & Wiek, 2021; Vesterinen & Ratinen, 2023).
To address this gap and uncover the potential of developing a sustainable mindset in primary education, the research question posed is: How are the characteristics of a sustainable mindset reflected in the Lithuanian primary curriculum? The study's aim is to reveal the expression of sustainable mindsets in the primary curriculum.
Research Objectives:
- Analyze the concept and features of the construct of a sustainable mindset.
- Justify the methodology for researching the traits of a sustainable mindset in the primary education curriculum.
- Identify the peculiarities of the development of sustainable mindset traits in the primary education curriculum.
The theoretical conceptual frameworks guiding this study include:
- The concept of sustainable education, emphasizing the acquisition and application of skills, competences, attitudes, and values necessary for sustainable development (Sterling, 2001).
- The concept of a sustainability mindset, emphasizing a way of thinking and living rooted in ecosystem understanding, social sensitivity, and introspective awareness of personal values (Kassel et al., 2018).
- The model of sustainable mindset traits, covering areas such as ecological worldview, ecological mindset, emotional and spiritual intelligence, and fostering development through ecological literacy, personal contribution, long-term thinking, and other elements (Rimanoczy, 2020). This model aims to bridge the historical gap between sustainable thinking, mindset, and being.
Method
A qualitative research approach was used to uncover the expression of sustainability mindset in the primary curriculum. The study analysed Lithuanian Common Curriculum for pre-primary, primary, secondary and basic education (the Common Curriculum provisions and 12 curriculum annexes) and 12 textbooks on integrated primary content. The study only analysed the content of the curricula and the curriculum annexes that are included in primary education. In this study, in order to uncover the expression of sustainable mindset in the primary curriculum, individual sections of selected curriculum annexes were analysed in the following ways: general provisions; aim and objectives; development of competences; achievement domains and outcomes; content of the curriculum; students’ levels of achievement by area of achievement. For the analysis of the chapter on students’ levels of achievement by area of achievement, data are collected from the higher levels of achievement. In order to see the broader possibilities for the development of sustainable mindset in the primary curriculum, the integrated content textbooks for grades 1-4. " Vaivorykštė" were also analysed. The analysis is carried out in two stages. The first stage involves the development of a coding tool for the analysis. The analysis codes are based on the model of the expression of the traits of a sustainable mindset in primary education presented in the theoretical part. The traits of a sustainable mindset are divided into characteristics and these into criteria. In the second part, the data are analysed by reading the texts carefully and dividing the text segments into units of analysis, to which analysis codes are assigned.
Expected Outcomes
The analysis of scientific literature revealed that sustainability is a multi-layered construct encompassing economic, ecological, social, and cultural aspects, whose interaction is directed towards preserving the planet and ensuring the well-being of present and future generations. The integration of sustainability into education can occur through external and internal perspectives. The external perspective emphasizes the development of competencies, skills, and attitudes necessary to address sustainability-related challenges. The internal perspective serves as the foundation for sustainability mindset and highlights the integration of sustainability principles into decision-making and operational processes. The adapted model of sustainability mindset revealed the possibilities of integrating sustainability mindset into the primary education curriculum. The document analysis, conducted using content analysis methodology and a coding instrument developed based on the model of sustainability mindset expression in primary education, showed that the expression of assumptions underlying the development of sustainability mindset in Lithuanian primary education programs is partial. The expression of sustainability mindset traits is most prominent in the content of ethics, natural sciences, and ethnic culture programs. These programs emphasize criteria associated with specific characteristics of sustainability mindset, such as collaboration, the creation and adherence to agreements, and the understanding of global human and cultural diversity. Characteristics of sustainability mindset that are directly related to sustainable development, nature conservation, and sustainability are mostly developed in optional education content. The programs prioritize an external perspective on sustainability education, with less emphasis on the development of an internal perspective. The analysis of primary education textbooks revealed that subject integration creates favourable conditions for the development of sustainability mindset traits at the primary education stage. The integrated format of textbooks facilitates the development of sustainability mindset across all subject lessons by integrating themes horizontally and expanding the content vertically throughout the educational year.
References
Broo, D. G. (2022). Transdisciplinarity and three mindsets for sustainability in the age of cyber-physical systems [Article]. Journal of Industrial Information Integration, 27, 100290. https://doi.org/10.1016/j.jii.2021.100290 Chawla, L. (2007). Childhood Experiences Associated with Care for the Natural World: A Theoretical Framework for Empirical Results. Children, Youth and Environments, 17(4), 144–170. http://www.jstor.org/stable/10.7721/chilyoutenvi.17.4.0144 Hermes, J., & Rimanoczy, I. (2018). Deep learning for a sustainability mindset [Article]. The International Journal of Management Education, 16(3), 460–467. https://doi.org/10.1016/j.ijme.2018.08.001 Kassel, K., Rimanoczy, I., & Mitchell, S. F. (2018). A sustainability mindset model for management education. In Developing a Sustainability Mindset in Management Education (pp. 3–37). Routledge. https://doi.org/10.4324/9781351063340-1 Lees, M. (2021). Sustainable Compassionate Education Leadership in a Global Society. In A. A. Ritz & I. Rimanoczy (Eds.), Sustainability Mindset and Transformative Leadership (pp. 225–240). Sustainable Development Goals Series. https://doi.org/10.1007/978-3-030-76069-4_11 Nepraš, K., Strejčková, T., & Kroufek, R. (2022). Climate Change Education in Primary and Lower Secondary Education: Systematic Review Results. Sustainability, 14(22), 14913. https://doi.org/10.3390/su142214913 Redman, A., & Wiek, A. (2021). Competencies for Advancing Transformations Towards Sustainability. Frontiers in Education, 6, 484. https://doi.org/10.3389/feduc.2021.785163 Rimanoczy, I. (2020). The Sustainability Mindset Principles: A Guide to Developing a Mindset for a Better World. Routledge. https://books.google.lt/books?id=LZ-GzQEACAAJ Rimanoczy, I., & Klinberger, B. (2021). The Sustainability Mindset Indicator: A Personal Development Tool. Journal of Management for Global Sustainability, 9(1), 43–79. https://doi.org/10.13185/JM2021.09103 Ritz, A. A., & Rimanoczy, I. (2021). Sustainability Mindset and Transformative Leadership [Book]. Springer International Publishing AG. Sterling, S. (2001). Sustainable Education: Re-Visioning Learning and Change. Schumacher Briefings. Vesterinen, M., & Ratinen, I. (2023). Sustainability competences in primary school education – a systematic literature review. Environmental Education Research, 1–12. https://doi.org/10.1080/13504622.2023.2170984
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