How does lived experiences contribute to Education for Sustainable Development? Perspectives from Namibia, Africa

Abstract

Despite Namibian educational policies recognising the importance of lived experiences in education, learners' lived experiences remain largely unexplored. This research addresses this apparent gap in literature by exploring the role of learners' lived experiences in the acquiring of geographical skills, values and attitudes. The self-reported lived experiences of 28 Grade 11 Geography learners from Namibia are spotlighted. The findings reveal that by living in and engaging with a variety of environments, geographical skills such as observation, problem identification and problem solving are practised while emotions and feelings such as empathy and concern are provoked. Valuable insights are gained not only about geographical skills, values and attitudes but also about the role the aforementioned play in sustainable development. The acquisition of geographical skills, values and attitudes can directly and indirectly contribute towards sustainable development at the level of the individual.