Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.775904
Title: Environmentally conscious global citizens : an evolution from environmental education to education for sustainable development in Pakistan
Author: Khanum, Asma
ISNI:       0000 0004 7963 0477
Awarding Body: University of Glasgow
Current Institution: University of Glasgow
Date of Award: 2019
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Abstract:
At the age when the environmental issues are forefront in the government policies in Pakistan, this research study documents to identify how sustainable development education is integrating into primary school education and in initial teacher education in Pakistan. Education for sustainable development, a UN initiative is an emerging field and a movement supporting the reorientation of educationtrying to engage young people with the life style compatible with environment protection and social and economic development in a sustainable way (UNESCO, 2005). The broad objective of the study was achieved by adopting a methodology based on interpretative/phenomenology paradigm which leads towards a direction that educational phenomenon can be understood through different viewpoints. Therefore this study has been divided in to four parts. In the first part Pakistani educational system was examined and the curriculum was analysed for primary school education and ITE (B.Ed Honours) to have an idea of how and what context the concept of sustainable development is used. The empirical part of the study consists of a questionnaire survey directed to primary schools teachers and student teacher and comprised of interviews directed to the head teachers of primary schools in Pakistan. It highlights the nature of support provided to teachers, the constraints that hinder the adoption of ESD as a regular teaching tool and their own ideas, suggestions and plans to promote ESD in their teaching and learning activities. These results are not in line with the claims of UN that the focus in education about sustainable development has moved towards education for sustainable development. This means more focus on changing pedagogy and learning vision, instead of focusing merely on content. As a result of the study a range of recommendations have been identified through literature and field survey which mainly focused on the reforms in the policymaking, planning, implementation strategy for the inclusion of ESD, well-resourced institutions, teachers' capacity building for establishing coherent interdisciplinary approach based on student centred interactive strategies and reforms in assessment system accordingly. The information and insights gained would help in evolving a progressive, creative, dynamic, effective and practical strategy with regards to ESD in Pakistan, in line with the global requirements.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.775904  DOI:
Keywords: L Education (General)
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