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Article

Sustainable Development Indicators—Untapped Tools for Sustainability and STEM Education: An Analysis of a Popular Czech Educational Website

1
Department of Teaching and Didactics of Chemistry, Faculty of Science, Charles University, 128 00 Prague, Czech Republic
2
Department of Mathematics Education, Faculty of Mathematics and Physics, Charles University, 186 75 Prague, Czech Republic
*
Author to whom correspondence should be addressed.
Academic Editors: Maija Aksela, Marina Milner-Bolotin and Sakari Tolppanen
Sustainability 2022, 14(1), 121; https://doi.org/10.3390/su14010121
Received: 20 November 2021 / Revised: 15 December 2021 / Accepted: 21 December 2021 / Published: 23 December 2021
(This article belongs to the Collection Towards a Sustainable Future through Innovative STEM Education)
Environmental education has been included in Czech curricula since the 1980s, albeit without clear evidence of education for sustainable development (SD), which addresses complex socio-economic issues using SD indicators (SDIs), such as charts, single numbers, tables, maps, and (interactive) images. However, understanding such a comprehensive topic requires developing basic mathematical knowledge and skills. In this study, we aimed to analyse the nature, quality, and availability of teaching materials for SD, primarily using SDIs, which could be applied by Czech teachers. For this purpose, we performed a qualitative and basic quantitative content analysis of several descriptors of documents retrieved from a website for teachers, provided by the National Pedagogical Institute of the Czech Republic. A full-text search identified 1376 records, which were analyzed for SD pillars and SDIs. Our results showed that most records (95%) do not contain SDIs in teaching materials. Only 59 records mentioned (128) SDIs, mostly covering the environmental pillar, 26 of which contain a single SDI. The most frequent issues were waste production, treatment, savings, water parameters, and energy consumption. Mathematical skills were used in 56 SDIs, primarily for evaluating data sets and quantitative expressions of an amount. Overall, only a small number of SDIs are used in education for SD, economic and social SDIs are in the minority, and the STEM potential remains untapped. View Full-Text
Keywords: sustainable development (SD); education for sustainable development (SDE); sustainable development indicator (SDI); STEM; content analysis; teaching material sustainable development (SD); education for sustainable development (SDE); sustainable development indicator (SDI); STEM; content analysis; teaching material
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MDPI and ACS Style

Urválková, E.S.; Surynková, P. Sustainable Development Indicators—Untapped Tools for Sustainability and STEM Education: An Analysis of a Popular Czech Educational Website. Sustainability 2022, 14, 121. https://doi.org/10.3390/su14010121

AMA Style

Urválková ES, Surynková P. Sustainable Development Indicators—Untapped Tools for Sustainability and STEM Education: An Analysis of a Popular Czech Educational Website. Sustainability. 2022; 14(1):121. https://doi.org/10.3390/su14010121

Chicago/Turabian Style

Urválková, Eva S., and Petra Surynková. 2022. "Sustainable Development Indicators—Untapped Tools for Sustainability and STEM Education: An Analysis of a Popular Czech Educational Website" Sustainability 14, no. 1: 121. https://doi.org/10.3390/su14010121

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