Interdisciplinary Inquiry-based Teaching and Learning of Sustainability in Saudi Arabia

Q2 Social Sciences

Journal of Teacher Education for Sustainability Pub Date : 2020-12-01 DOI:10.2478/jtes-2020-0020

A. Alghamdi, W. El-Hassan

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引用次数: 5

Abstract

Abstract Saudi Arabian citizens, including university students, are in an interesting and precarious situation – they care for sustainability, but their economy thrives because of oil production. This study used an author-developed instrument to briefly explore 135 Saudi university students’ (nine disciplines) knowledge, awareness, evaluation and convictions of how to facilitate the nation to achieve sustainable development goals (SDGs) per Vision 2030 despite living in an oil-based economy. Within this context, the paper then reports 31 female Saudi pre-service teachers’ (also university students) experience with and reaction to using inquiry-based learning (IBL) to teach sustainability. Their feedback as emergent educators is invaluable for Saudi initiatives concerned with Education for Sustainability (EfS). Study participants were from Saudi’s Eastern Province (convenience and snowball sampling) with data collected in fall 2019. Recommendations include integrating IBL into teacher education, supporting IBL with Saudi cultural and religious practices, and communicating anthropogenic impact to Saudi citizens.

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沙特阿拉伯可持续发展的跨学科探究性教学

摘要沙特阿拉伯公民，包括大学生，正处于一个有趣而不稳定的境地——他们关心可持续性，但他们的经济因石油生产而繁荣。这项研究使用了一个作者开发的工具，简要探讨了135名沙特大学生（九个学科）对如何在生活在石油经济中的情况下促进国家实现2030年愿景的可持续发展目标的知识、意识、评估和信念。在此背景下，论文报告了31名沙特女职前教师（也是大学生）对使用探究式学习（IBL）教授可持续性的经验和反应。他们作为紧急教育工作者的反馈对于沙特关注可持续发展教育（EfS）的举措来说是非常宝贵的。研究参与者来自沙特东部省（方便和滚雪球抽样），数据收集于2019年秋季。建议包括将IBL纳入教师教育，支持沙特文化和宗教实践的IBL，以及向沙特公民传达人为影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Teacher Education for Sustainability Social Sciences-Education

CiteScore

4.10

自引率

0.00%

发文量

期刊介绍： Journal of Teacher Education for Sustainability (JTEFS) is a forum for the meeting of different views, ideas and research to promote the further development of studies and practice of teacher education in all areas of formal and non-formal education in relation to sustainability. Contributors are encouraged to submit articles with relevance to content and forms of teacher professional and academic education, problems and tasks of teacher in-service education and other issues to help teachers to become responsible mentors for the sustainable development.