Recent Research Advances in Arts and Social Studies Vol. 2

Abstract

A comprehensive approach to Education for Sustainability (EfS) remains absent in many educational settings, with educators often working in isolation within their disciplines. Education is expected to involve social, ecological, cultural and economic approaches, thus achieving interdisciplinarity, but also the shaping of life attitudes, values and ideologies. This chapter aims to explore the role of teachers’ perceptions in promoting a collective school culture towards EfS. In this chapter, Nine in-service teachers involved in European environmental protection programmes were interviewed regarding their experiences, challenges, and suggestions for improvement. The Findings suggest that isolated educational policies and scholarships limit the widespread adoption of EfS. There is a pressing need for a precise alignment between EfS teacher education theory, curricular approaches, and implementation before formulating or pursuing policies.