Critical Aspects of Sustainable Development in Education: Data Based on Teacher Interview

Abstract

Knowledge in implementing sustainable activities help individuals to gain a variety of experiences and basic understanding in order to ensure environmental sustainability. Even increasing in enviroment knowledge can establish a positive attitude towards the environment. Hence, this study aims to identify teachers' knowledge on education for sustainable development (Education for Sustainable Development-ESD) implemented through Sustainable School Environmental Award (SLAAS). Knowledge in this study consists of knowledge SLAAS Program, ESD content knowledge, and knowledge of ESD practices. Interview protocol was developed in this study. A total of 12 teachers from three schools involved in the SLAAS school program have been interviewed. The findings showed that the respondents know the activities implemented in the SLAAS program but lacking to emphasize the value behind such activities. Second, ESD content knowledge in respondents perspective is more to environment custody rather than in social and economic context. Third, knowledge of ESD practices tied respondents based practices or activities only happen in the area of SLAAS school. Based on the findings, ESD knowledge of teachers in the category at national level is better than the level of of respondents in the participation category. This means the continuation of the program activities SLAAS gived positive impact in terms of knowledge of ESD but at the same time there must have a mechanism to help countries implement ESD awareness outside the school environment through educational channels.