1. Instructional practices in Education for Sustainable
Development: teachers’ and students’ perspectives
Eleni Sinakou (presenting), Vincent Donche, Peter Van Petegem
University of Antwerp
www.edo-valies.be
Instructional
beliefs
Holism
9 items
Pluralism
5 items
Instructional
practices
Holism
9 items
Pluralism
5 items
Instructional practices that
happen
Holism
3 items*
Pluralism
8 items in the
initial instrument*
Action-orientation
31 items in the initial
instrument*
Instructional practices that
students wish
Holism
3 items*
Pluralism
8 items in the
initial instrument*
Action-orientation
31 items in the initial
instrument*
* It remains to get validated.
Introduction
Aim of Education for Sustainable
Development: students to get knowledge and
skills to take actions towards SD issues
(Hungerford, 2010).
Teachers’ instructional beliefs & instructional
practices in ESD are important for the
cultivation of students’ action competence
towards SD issues (Sinakou, Donche, Boeve-de Pauw
& Van Petegem, 2021).
Theoretical background
In Education for Sustainable Development
• holistic,
• pluralistic and
• action-oriented instructional practices
contribute to the development of students’
action competence
(e.g., Sinakou, Donche, Boeve-de Pauw & Van
Petegem, 2019).
Expected outcomes
• Teachers’ clusters with specific profiles
• Gap between teachers’ beliefs and their
practices within clusters
• Gap between teachers’ and students’
perspectives
References
Hungerford, H. R. (2010). Environmental Education (EE) for 21st century: where have we been? Where
are we now? Where are we headed? Journal of Environmental Education, 41(1), 1-6.
Sinakou, E., Donche, V., Boeve- de Pauw, J. & Van Petegem, P. (2019). Designing Powerful Learning
Environments in Education for Sustainable Development: A Conceptual Framework. Sustainability,
11(21), 5994, doi: 10.3390/su11215994.
Sinakou, E., Donche, V., Boeve- de Pauw, J. & Van Petegem, P. (2021). Development and validation of a
questionnaire on teachers’ Instructional Beliefs and Practices in Education for Sustainable Development.
Environmental Education Research. DOI: 10.1080/13504622.2021.1921115
Research aim: to combine teachers’ & students’ perspectives.
Research questions (RQs):
What are Flemish elementary school teachers’ profiles regarding their
instructional beliefs & instructional practices in holistic and pluralistic ESD.
What are their students’ perceptions about their teachers’ instructional
practices in action-oriented ESD?
Students’ instrument
Holism- Pluralism -Action-orientation in ESD questionnaire
(HPAESD-Q-Students)
Teachers’ instrument
Holism- Pluralism in ESD questionnaire
(HPESD-Q)
Reliable & valid
(Sinakou, Donche, Boeve-de Pauw &
Van Petegem, 2021)
Eleni.Sinakou@uantwerpen.be
@EleniSinakou
eleni-sinakou-8bb0002a
In design
phase ready
for data
collection
NW30
Submission
ID number: 1204
