Education for Sustainable Development: Liberation or Indoctrination? An Assessment of Faculty Members' Attitudes and Classroom Practices.

Abstract

The purpose of this study was to investigate the attitudes and classroom practices of environmental science faculty members in Jordanian universities. Mix data collection methodology was employed to collect data in this study. In addition to the developed survey, several participants’ interviews and classroom observations were conducted with selected participants. The results of this study indicated that environmental science faculty exhibited a moderate level of attitudes toward ESD. Although they demonstrated a strong preference for pedagogical approaches that were contrary to the basic tenets of indoctrination, they used teaching practices that hinged on indoctrination. The study suggested following several safeguards practices against indoctrination when adopting a committed approach to ESD. Another suggestion was for universities to offer special training courses and workshops for faculty members to enhance their pedagogical knowledge. In addition, the study suggested that universities encourage building learning communities between faculty members to advance their awareness, attitudes, and pedagogical knowledge that relate to ESD.