Let’s Take the Pulse of the Classroom on Sustainability! An Exploratory Study on Student Views and Teacher Solution Suggestions Regarding Sustainable Development Goals

Abstract

Sustainable development goals aim to build a sustainable and prosperous world for future generations. Education, one of the sustainable development goals, is also an important predictor of other development goals. The aim of this study is to analyze the views and suggestions of students and teachers on sustainable development goals. In this context, semi-structured interviews were conducted with 30 students and three teachers who participated in the study and the interview form prepared by the researchers as a data collection tool was analyzed with content analysis. As a result of the analysis, students’ answers were concentrated on the themes of environmental pollution, social equality, renewable energy sources, natural habitats, and improvement of the economy regarding sustainable development goals; teachers’ answers were concentrated on the themes of changes in curriculum and textbooks, in-school/outside-school activities, and collaborations that schools will establish with institutions. As a result of this study, it was concluded that students’ views and teachers’ solution suggestions regarding sustainable development goals were limited. Since this study is a qualitative study covering both students and teachers, it is expected to provide a good starting point in planning and developing educational strategies for sustainable development goals.

1. Introduction

Sustainable development has become very important for the future of our world, especially with the global threats, such as climate change and global warming, experienced in recent years [1]. The United Nations General Assembly, while putting forward the 2030 agenda, which includes sustainable development goals for a prosperous, just and peaceful future, aims to shed light on the global challenges facing the people of the 21st century and to develop intervention actions [2]. The decisions taken by the United Nations General Assembly on the agenda aim to meet global needs and requirements while protecting the environment and human rights [3]. With this agenda, it is aimed to end global challenges by 2030 and give way to a world of sustainable prosperity.

Regarding sustainability, the fact that unrestricted anthropogenic activities have become a threat by disrupting the environmental balance in recent years indicates that it can be improved by changing attitudes. Accordingly, sustainability can be achieved by providing social understanding and awareness with the ecological culture and consciousness created [4,5]. At this point, education is a very important tool in building and shaping global values and thoughts. Coping with global problems fundamentally requires changes in people’s lifestyles and ways of thinking. Education plays a critical role in achieving this change [6]. Sustainable education aims to raise individuals who look at the world with a sustainable perspective, think, and produce creative solutions [7]. In today’s world where global problems and social inequalities are widespread, education has also taken its share and added sustainability to its goals [8].

2. Theoretical Framework

Sustainable Development Goals in Quality Education for a Sustainable Future

Sustainable development goals (SDGs) are special goals that play a role in dealing with important global problems such as hunger, poverty, inequality, and conflicts, which our world has been facing more frequently in recent times and which are increasing. When each of the goals is examined, each of them actually includes important social subheadings that address the sustainable global area. While SDGs address the problems separately, they also include developing separate solutions for each. The 17 sustainable development goals adopted in the 2030 agenda are grouped according to their areas and given in Figure 1 below.

All sustainable development goals are both interrelated and interdependent. In particular, the goal of “quality education” is a special goal that directly affects other goals. For example, the human and job employment required for the goals of “Decent work and economic growth” and “Industry, innovation and infrastructure” can be provided with quality education. In another example, the environmental goal of “Sustainable cities and communities” can again be achieved with the awareness that quality education will provide. Another point is the mission that quality education undertakes in sustainability. Quality education is a special education that establishes a sustainable mindset and value system in individuals and ensures change and transformation in their behaviors. In this education, the individual takes responsibility for their decisions and actions and cares about their impact on sustainability [9]. Sustainability education is a multidimensional concept with many dimensions, such as ecological and economic, aiming to achieve globally accepted sustainable development goals [10]. It is an interdisciplinary education focused on the management of global problems. This education aims to ensure the participation of the entire society, especially educators and students, in sustainable development goals [11]. Sustainable development education aims to provide individuals with a sustainable lifestyle and perspective. SDG-focused education emphasizes human rights and equality and promotes cultural diversity in a peaceful and non-violent environment [12].

The main and sub-characteristics of quality education for sustainable development are given in Figure 2.

The understanding of the importance of sustainable development has led to an increase and acceleration of studies in this field. When the literature is examined, it is seen that the studies examining and implementing the concept of sustainable education continue to increase [14,15,16]. For example, while the relationship between STEM education programs and sustainable development goals was examined in a study conducted by [17], in another study [18], their positive effects on preventing air pollution were reached. In the study conducted by [19], the effects of the social constructivism flipped classroom model on sustainability were examined. In the study, positive results were reached in the classroom environment on students’ understanding of sustainable development. In the study conducted by [20], project-based teacher training was carried out on biodiversity conservation. As a result of the study, it was concluded that the participants had positive perceptions and found the project effective. Studies examining the integration of sustainable development into branch curricula, its effects, and the difficulties encountered are also available [21]. In the case study of [22], it was found that difficulties such as lack of materials and inadequate vocational training were encountered by examining the integration of sustainable development goals into the science course curriculum.

Similar to this study, other studies have examined the perceptions, opinions, and awareness of participants regarding sustainable development goals. In the study conducted by [23], the knowledge and awareness of university students regarding sustainable development goals were investigated. In the study, it was concluded that the students were aware of the goals and found them important, but they could not fully understand their daily life applications. In another study conducted by [24], the sustainable development perceptions of market consumers were examined. In another study conducted by [25], the public’s perceptions of sustainable development goals were examined. In another study conducted by [26], the opinions of cooperative managers were examined. As mentioned above, when the studies conducted were examined, interviews were conducted with individuals from various segments of society, or only teachers or students from schools; studies that bring teachers and students together are rare [27]. On the other hand, the opinions and perceptions of the participants were examined in general. In this study, the opinions were also supported by adding solution suggestions. In addition, while studies on the opinions and perceptions of the participants are mostly quantitative, this study provides qualitative data [28,29]. In this direction, this study aims to contribute to the literature with student opinions and teacher solution suggestions on sustainable development goals.

3. Materials and Methods

3.1. Study Design and Participants

This study is a qualitative study conducted with primary school students and branch teachers to examine the reflections of sustainable development goals in the classroom environment. In this context, an exploratory analysis study was conducted on the views of primary school students and suggestions of teachers regarding sustainable development goals. In qualitative exploratory studies, a detailed discovery is made about the determined event, phenomenon, or situation. For this purpose, qualitative data collection methods and tools are used [30]. The research steps followed during the study process are as follows:

Determining the research problems for the study: The qualitative research problems guiding the study were determined by the researchers as follows:

• Do students have views on sustainable development goals and if so, what are they like?
• What are the solution suggestions of teachers regarding sustainable development goals and what are they like?

Meeting with the study group: The study group consisted of third-grade (8–9 years old) students (18 girls, 12 boys) studying in an educational institution and science teachers of three classes (two women and one man). The students for the study were selected from among students who regularly follow science courses and the teachers were selected from science teachers with 5–10 years of experience in the field. At this point, the reason for choosing the science branch can be shown as the close relationship between sustainable development goals and current science education issues [31].

Sharing the working procedure with the study group: A meeting was held with the study group about the importance of working and the steps to be implemented.

Application of data collection tools: The semi-structured interview technique, which is a qualitative data collection method, was applied to the participants in the study. The semi-structured interview form, which is a qualitative data collection tool prepared by the researchers, was applied in the interviews.

Analysis of data: The analysis of the data obtained from the interviews was analyzed by the researchers using content analysis.

Combining and interpreting the results: The results analyzed separately by the researchers were brought together and interpreted.

3.2. Data Collection Tools and Analysis

In the study, a semi-structured interview technique, one of the qualitative data collection methods, was applied to the participants. In semi-structured interviews, the participants’ opinions on a subject are obtained with questions prepared before the interview that are open to change during the interview (semi-flexible format). In these interviews, the researcher tries to understand the participants’ perspective in depth. The most important advantage of semi-structured interviews is that they allow researchers to act flexibly and independently during the interview [32]. In this direction, semi-structured interviews were preferred in the interviews conducted with students and teachers. Content analysis was applied in the analysis of the data obtained from the interviews. In content analysis, the large amount of data obtained before the examination process is divided into more basic meaningful parts (category–theme–code) and summarized [33]. Accordingly, in this study, the data of the interviews were analyzed separately by the researchers with content analysis and codes/categories were created. The researchers came together, compared and reviewed their results, and reached a percentage of agreement of 89%. The codes and categories included in the study are shared in the Results Section.

4. Results

In the interviews, the majority of the students could not answer the questions. For this reason, the student opinions reached were limited; the codes and themes obtained are shared under the relevant questions.

In order to examine and interpret the results more systematically, the questions asked in the student and teacher interviews and the results obtained are presented under the field of interest of the sustainable goal (according to the grouping given in Figure 1).

4.1. Results from Student Interviews

4.1.1. First Areas of Interest: Welfare

• Question: What do you think the “no poverty” and “zero hunger” goals of sustainable development mean?

The good economy and good agriculture categories were created with the codes created with the answers received from the students. The good economy category includes the codes of improving economic conditions, everyone’s financial situation being good, independence in the economy, and the country’s resources supporting the economy. Sample answers received from the students for each code in the good economy category are as follows:

“If the country’s economy does not depend on other countries, that is, if it provides its own economy, poverty will disappear”.

“If cooperation is established between producers in the country, prices will be more affordable and everyone can buy what they want”.

“If we evaluate our natural resources, we will earn a lot of money and poverty will end”.

When the answers given are examined, it is understood that the students touched on individual and social responsibilities in economic growth and development. The codes in the good agriculture category are to grow more products in the fields and support farmers. Examples of answers in this category are as follows:

“If agricultural activities in the country improve, for example, if more crops are grown in the fields, hunger and poverty will end”.

“If farmers are given more money and agricultural tools, they will plant more seeds, sow more crops and we will get more crops”.

When student answers are examined, it is seen that the fight against hunger and poverty is fundamentally based on the field and the farmer.

• Question: What do you think the “good health and well-being” goal of sustainable development means?

The codes generated from the answers to this question indicate the categories of improving health services and improving the economy. This category includes the codes for improving health institutions, easy access to health, administering necessary vaccinations and taking medications, and closely monitoring patients. Sample student answers to the codes are as follows:

“If we can go to hospitals immediately when we get sick and the doctor takes care of us, we will regain our health”.

“If there is more equipment in hospitals and more people work, good health will be achieved”.

“Babies, children and parents should get their vaccinations on time and encourage them”.

“We should be able to get our medicines when we go to the pharmacy, medicines should be cheaper”.

According to the sample answers, it is understood that students associate good health more with health institutions, medicines, and vaccines.

The other category includes codes for good wages and socioeconomic development.

“For prosperity to be achieved in society, everyone should receive a salary sufficient for themselves and should not have debts”.

“I think everyone in society should support each other”.

“Money is necessary for health, and getting a good salary for money”.

The other category includes good salary and socioeconomic development codes. Sample student answers are as follows:

“In order to ensure welfare in society, everyone should receive a salary sufficient for themselves and should not have debts”.

“I think everyone in society should support each other”. “Money is necessary for health, and getting a good salary for money”.

Accordingly, students associated good health with financial status; it was concluded that social cooperation was emphasized.

• Question: What do you think the goals of sustainable development, “Peace, justice and strong institutions” and “Partnerships for goals” mean?

When the students’ answers were examined, the equality and peace codes were created under the category of social equality and peace. The social cooperation category includes codes for civil society organizations, voluntary club activities, and voluntary cooperation. Sample student answers are as follows:

“I think of no injustice in society, equality is achieved if no one is wronged”.

“Justice is achieved if everyone has equal rights”.

“Peace is achieved if we say stop to wars”.

“Everyone uniting around a common goal and doing their best for this goal”.

“We can cooperate with afforestation organizations and plant trees”.

“We can work voluntarily in institutions against environmental pollution”.

When the categories created in the first area of interest, welfare, are examined, it can be seen that students expressed their views on the need for a good economy to end hunger and poverty, and similarly, on improving the economy to ensure good health and welfare. Accordingly, it is seen that economy stands out in the first area of interest of the sustainable development goals, welfare.

4.1.2. Second Areas of Interest: Environment

• Question: What do you think the “Clean water and sanitation” goal of sustainable development means?

When the answers given by the students to this question were analyzed, codes were obtained in the category of cleaning and protecting natural water resources. Sample student answers are as follows:

“If we do not throw garbage into the sea, our waters will remain clean”.

“For example; waters can be cleaned by cleaning dirty waters”.

“A poster I saw came to my mind, we should not mix waste oils into the water, we should keep our waters clean”.

“For example, I saw someone throwing garbage into the sea while I was on a ferry once, if we do not throw it, our waters will not be polluted”.

• Question: What do you think the “Affordable and clean energy” goal of sustainable development means?

The answers given to this question were analyzed and codes for alternative and cheap energy and solar panels were obtained. Sample student answers are as follows:

“We can use more solar energy. It both warms us and provides hot water”.

“Wind turbines came to my mind, we saw them on the road”.

“We can get more energy from dams, so it needs a lot of rain”.

“Solar panels can be installed in every house”.

It is understood that the codes of preferring alternative energy sources (solar, wind, and water energy) and solar panels that stand out here indicate a transformation in energy.

• Question: What do you think the goal of sustainable development “Sustainable cities and communities” means?

When the answers given to this question were analyzed, the categories of natural life and city development were created. In the natural life category, codes of protecting green areas, respecting natural habitats and animal protection, and prevention of environmental problems are included. One of the students answered, “We should protect our forests, not cut down our trees”. Another student answered, “We should protect and respect animals and natural habitats”. Other student answers:

“We can build suitable shelters for stray animals. In this way, we can protect them”.

(code: stray animal shelter)

“We can build nests for migratory birds. In a book I read, storks were building nests in chimneys. If we build nests for them, the storks will protect their young in the prepared nests”.

(code: nest for migratory birds)

In the city development category, there are codes for building new residential areas and roads.

“New roads can be built for new cities or existing roads can be improved”.

“If we want to develop our city, we must create new residential areas”.

• Question: What do you think the “Climate Action” goal of sustainable development means?

When the student answers were analyzed, codes for preventing air pollution, afforestation, and turning to clean fuels were created. Sample student answers corresponding to the codes are as follows:

“Very dirty air comes out of the exhausts, we can prevent this”.

“If we plant trees in forests, trees will protect our world”.

“Dirty air negatively affects the climate, we should not use fuels such as coal that will pollute the air”.

• Question: What do you think the “Responsible consumption and production” goal of sustainable development means?

In this question, codes of conscious consumption, avoiding waste, and not spending unnecessarily were obtained from student answers. Examples of student answers to this question are as follows:

“For example, we should not buy things we do not need”.

“We should not buy unnecessary things when shopping”.

“We will be responsible if we only buy what we need”.

When the codes obtained from this question are examined, it is understood that the students only gave answers for responsible consumption, and codes were created in this direction, but no opinion was expressed in the field of responsible production and therefore there are no responsible production codes.

• Question: What do you think the “Life Underwater” and “Life on Land” goals of sustainable development mean?

When the answers given to this question were analyzed, the categories of cleaning water resources, protecting natural habitats, and preventing environmental pollution were created.

For the category of cleaning water resources, codes for keeping our seas clean, preventing water pollution, and protecting aquatic life were created. Sample answers from which these codes were obtained are as follows:

“We should keep our seas clean. Because if the seas are polluted, fish living in the seas will die”.

“We should not throw garbage into our water resources such as seas, oceans and rivers”.

The category of protecting natural habitats includes codes for supporting life in glaciers and deserts.

“I heard that glaciers are melting, glacial life can be supported”.

“Life in deserts is very important for living things, life here is worth protecting”.

In the field of environmental interest, codes for cleaning water resources, afforestation, and protection of natural habitats stand out among the categories.

When the categories created in the second area of interest, the environment, are examined, the category of cleaning water resources is obtained from the student opinions in both clean water and hygiene and life on land and in water questions. On the other hand, the category of natural life is reached in sustainable cities and life on land and in water questions. Accordingly, it is concluded that the categories of cleaning water resources and natural life are the most frequently mentioned categories.

4.1.3. Third Area of Interest: Inequalities

• Question: What do you think the “Gender equality” and “Reduced inequalities” goals of sustainable development mean?

When the student answers are analyzed, the concept of equality is divided into categories for different types of individuals in society: women and the disabled. The theme of equality for women includes the codes of providing more job opportunities for women and educational opportunities for girls. For example,

“I think women have difficulty finding jobs, this is what comes to my mind when I think of inequality”.

“Girls do not go to school in some places, I think this is an inequality”.

The theme of equality for the disabled includes the codes of opening special units for the disabled and providing more support to the disabled. For example,

“The disabled have difficulty in many places. They encounter inequality in school, shopping, on the street”.

“It would be nice if more places were opened for the disabled, such as special cafes or libraries”.

When the categories created in the third area of interest, inequalities, are examined, it is found that students expressed their opinions about women and the disabled in gender and general inequalities.

4.1.4. Fourth Areas of Interest: Education

• Question: What do you think the “quality education” goal of sustainable development means?

In this question, the digitalization category in education was created with the use of technological tools and digital education codes obtained from student answers. One of the students answered, “I think the more technological tools are used, the higher the quality of education”. Another student answered, “If digital classes are used, it can be online or quality education with digital tools”. It is seen that the codes in this category indicate today’s understanding of education.

In education, which is the fourth area of interest, it is found that the quality education opinions of the students are related to digital education.

4.1.5. Fifth Area of Interest: Economy

• Question: What do you think the goals of sustainable development “Decent work and economic growth” and “Industry, innovation and infrastructure” mean?

The codes obtained from the students’ answers to this question are grouped under the categories of employment, improving working conditions, and supporting production.

The answers in the first category (employment) included the following:

“More young people finding jobs comes to mind”.

“Reducing unemployment”.

The following answers were included in the second category (improving working conditions):

“If workplaces were inspected and preparations were made to make them better, for example, not everyone can work in good conditions”.

Codes included in the last category (supporting domestic production) were “Opening more factories in our country and producing our own goods”.

The last theme includes codes for supporting domestic production and increasing the number of domestic factories. Accordingly, it is concluded that the students’ answers are focused on work, the workplace, and the economy.

In the fifth area of interest, economy, it is seen that students’ views on jobs, economic growth, industry, innovation, and infrastructure are about finding a job and improving working conditions.

4.2. Results from Teacher Interviews

4.2.1. First Areas of Interest: Welfare

• Question: What can be done in schools (or education) to achieve the sustainable development goals of “no poverty” and “zero hunger”?

When the teachers’ suggestions against hunger and poverty were analyzed, the categories of changes in curriculum/textbooks and economic support were obtained. The first category includes the codes of adding a lesson on hunger and poverty to the curriculum, including topics related to hunger and poverty in textbooks, addressing the homeless in the world in lessons, drawing attention to them, and including activities aimed at preventing waste in the curriculum. Sample student answers corresponding to the codes are as follows:

“An elective lesson on hunger and poverty can be created or a topic on hunger and poverty can be added to the curriculum of each lesson”.

“The subject of hunger and poverty can be added to textbooks”.

“Attention can be drawn to the homeless in the world in lessons, their living conditions, the difficulties they face, how solutions can be found for this”.

The second category includes the codes of providing scholarships to poor students, stationery assistance, and free school canteen support.

“There are students in our school who are experiencing financial difficulties, if these students are provided with financial support or regular scholarships from time to time, we can prevent poverty in the school”.

“In our school, children from low-income families can be identified and stationery assistance can be provided to them by teachers or the school administration”.

“Poor students can be provided with financial support in the school canteen or a free/discounted tariff can be applied to them”.

Accordingly, it is seen that both information and economic support against hunger and poverty are prominent in the suggestions of teachers in this area of interest. It is also understood that the suggestions are presented both on a small scale to children in the school and on a large scale in the curriculum and textbooks.

• Question: What can be done in schools (or education) to achieve the sustainable development goal of “good health and well-being”?

When the teacher suggestions in this question are analyzed, under the category of cooperation with the Ministry of Health in schools for good health and well-being, there are codes for free measurements, mobile testing vehicles, and school monitoring units. Sample teacher answers are as follows:

“The Ministry of Health can have students and teachers take free sugar and blood measurements in schools”.

“Mobile testing vehicles around schools and educational institutions can take free measurements for students, teachers, and parents”.

“If school health monitoring units are stablished for each school and regular follow-ups are carried out, good health will be largely completed in society”.

The second category is health education, and this category includes codes for school health seminars and presentations. Teacher answers included in this category are as follows:

“Seminars can be organized on various topics in health at certain periods in schools”.

“I can recommend that more health presentations be carried out by experts in schools”.

“More students, teachers and parents can participate in health seminars”. “Student-supported presentations can be carried out to provide the necessary education, and students can be given presentation assignments for this purpose”.

• Question: What can be done in schools (or education) to achieve the sustainable development goals of “Peace, justice and strong institutions” and “Partnerships for goals”?

When the suggestions given by the teachers in this question were analyzed, the categories of peace and justice in the classroom and cooperation with important institutions were created. Under the category of peace and justice in the classroom, there are codes for war documentaries, in-class solutions, and school campaigns. Sample teacher answers are as follows:

“Documentaries about the negative aspects of wars can be watched by children in the classroom”.

“Peaceful solutions can be developed for crises developing in the classroom”.

“Just world campaigns can be organized throughout the school”.

In the other category, there are codes for introducing important institutions for society to students (associations, foundations, hospices, blood donation centers, etc.) and receiving support for a certain subject in lessons. The teacher suggestions evaluated in this category are as follows:

“We can introduce institutions in lessons and organize trips”.

“I can suggest that we make more use of institutional tours in our classes. For example; if there is a health-related issue, we can get support from the relevant institution such as a hospital; in disasters, we can get support from the relevant institution such as the fire department”.

“If institutions and schools cooperate and work together, we can achieve the goal of sustainability cooperation”.

In the first area of interest, welfare, it is found that the teachers’ suggestions stand out in the category of cooperation with important institutions in both good health and welfare and peace, justice, and cooperation.

4.2.2. Second Areas of Interest: Environment

• Question: What can be done in schools (or education) to achieve the sustainable development goal of “clean water and sanitation”?

Teacher suggestions in this question are grouped under the category of changes in curriculum, textbooks, and school activities. Teacher answers included in this category are as follows:

“I think hygiene topic or elective course can be added to the curriculum. I think students have insufficient hygiene knowledge”.

(code: curriculum)

“Statistics on access to clean water in the world can be included in textbooks, thus drawing attention to this issue”.

(textbooks)

“School hygiene seminars can be organized for both children and parents”.

(code: school activity)

“Trips to water treatment plants can be organized to ensure that children understand the importance of water”.

(code: school trips)

“A documentary about people who do not have access to clean water can be shown in class to inspire children”.

• Question: What can be done in schools (or education) to achieve the sustainable development goal of “Affordable and clean energy”?

When the teachers’ suggestions for this question were analyzed, the category of class and school activities was created. The teacher suggestions evaluated in this category are as follows:

“Students can be given project assignments on clean energy. In this way, they can gain information about the subject by doing research”.

(code: homework)

“Trips to these energy sources can be organized to make alternative energy sources concrete in students”.

(code: trip)

“Inter-school alternative energy competitions can be organized to encourage students”.

(code: competition)

• Question: What can be done in schools (or education) to achieve the sustainable development goal of “Sustainable cities and communities”?

When the teachers’ suggestions were analyzed, a category of changes in curriculum, textbooks, and school activities was created. The teachers’ suggestions included in this category are as follows:

“Sustainability can be added to the curriculum as an elective course or interdisciplinary sustainability can be achieved by adding the subject of sustainability to each branch”.

(code: curriculum)

“In my opinion, activities in textbooks can be associated with sustainable goals”.

(code: textbooks)

“School activities can be organized regarding the definition of sustainable cities and what can be done”.

(code: school activities)

• Question: What can be done in schools (or education) to achieve the sustainable development goal of “Climate action”?

When the teachers’ suggestions about climate change were analyzed, a category of changes was created in the curriculum/textbooks and in-school activities. The teacher responses included in this category are as follows:

“In order to understand the importance of climate change, an elective course on climate change can be added to the curriculum”.

(code: curriculum)

“I think climate issues should be included in every grade level starting from primary school, so that awareness can be created”.

(code: climate issue)

“The subject of climate and in-class activities related to it can be included in textbooks”.

(code: textbooks)

“I recommend that climate change presentations and practical workshops be organized in schools to create awareness among students”.

(code: presentation/workshop)

• Question: What can be done in schools (or education) to achieve the sustainable development goal of “Responsible consumption and production”?

When the teachers’ suggestions on this question were analyzed, the category of in-class activities was created. The codes included in the category and the teacher sample suggestions corresponding to the codes are as follows:

“If in-class activities on consumption can be done in the lessons; for example, how to be a conscious consumer, how to shop, etc.”.

“Posters can be prepared in schools under the titles of production and consumption, students can learn these topics while preparing them”.

• Question: What can be done in schools (or education) to achieve the sustainable development goals of “Life below water” and “Life on land”?

When the teacher suggestions in this question were analyzed, the categories of in-school and out-of-school activities were created. The teacher suggestions and codes included in the in-school activities category are as follows:

“A play about underwater life can be organized throughout the school. Students can act out creatures living under water. How underwater creatures are affected today can be role-played”.

(code: theater)

“Students can be given research assignments about underwater so that students can have information”.

(code: research assignment)

“Story writing or telling activities can be done with students about underwater life, stories that are liked can be shared with the school”.

(code: story writing/telling)

“My suggestion is that we can show children a documentary about polluted seas, it is fun and suitable for them”.

(code: documentary)

The teacher suggestions and codes included in the out-of-school activities category are as follows:

“I suggest that trips be organized to aquariums, so that students can see many class creatures”.

(code: trip)

“Voluntary garbage collection campaigns can be organized around the school in which all students will participate”.

(code: campaign)

“I think inter-school cleaning competitions can be organized, to encourage children”.

(code: competition)

“We can go to a tree planting study as a class, to instill a love of trees in children and to teach them the importance of tree planting”.

(code: afforestation)

“We can organize practical workshops to protect biodiversity, so we can also teach students about various living things and the importance of diversity”.

(code: workshop)

In the second area of interest, environment, clean water and hygiene, sustainable cities and communities, and climate action questions, it is found that teachers’ suggestions are stated in the common category of changes in curriculum, textbooks, and school activities.

4.2.3. Third Areas of Interest: Inequalities

• Question: What can be done in schools (or education) to achieve the sustainable development goals of “Gender equality” and “Reduced inequalities”?

The suggestions provided by the teachers regarding the targets in this area of interest have formed the categories of support for girls and equal opportunities in education. The support for girls category includes scholarship/fund support for girls to study, positive discrimination for girls in the classroom, monitoring of girls’ absenteeism in education, and parent meetings. Examples of the teachers’ answers are as follows:

“If there are families with girls who cannot send them to school, a scholarship or education fund can be provided for them. In this way, support can be provided for girls to study”.

“Girls are still not sent to school in some settlements. In order to prevent this, girls who cannot attend school should be identified by the school administration and encouraged by discussing with their parents”.

“In my opinion, children who cannot attend school should be addressed in parent meetings and participation in school should be encouraged”.

“Positive privilege can be provided to girls in the classroom, to encourage both girls and their families”.

The equal opportunities in education category includes the codes of education for all, modern schools, and financial support. The teacher suggestions corresponding to the codes are as follows:

“Every child in society should be able to study. For this, state incentives can be increased”.

“Schools need to be improved. Unfortunately, not every school has enough equipment, so every school should be provided with the materials and opportunities required by our age”.

“I think financial support should be provided to schools and everyone who wants to access education, because of this there are children who cannot study”.

In the third area of interest, inequalities, it is seen that teachers’ suggestions are about girls and equality of opportunity.

4.2.4. Fourth Areas of Interest: Education

• Question: What can be done in schools (or education) to achieve the sustainable development goal of “Quality education”?

When the suggestions of the teachers regarding the goal of quality education are analyzed, the teacher suggestions and the corresponding codes included in the categories changes in the curriculum and technological learning materials and environments are as follows:

“I think, there can be more elective course options in the curriculum”.

(code: elective course)

“Sports and arts courses in the curriculum can be increased or lesson hours can be increased”.

(code: number of lessons)

“I think the lesson durations in the curriculum are too long for the attention spans of the students, they can be shortened”.

(code: short lesson duration)

“We can enrich the learning environment by using various technological learning materials. For example; we can have students watch videos on smart boards”.

(code: smart boards)

“We can prepare online activities with students. We can play digital games about the subject we are studying in class, so that students are more interested”.

(code: digital games)

“Online sites can be used in lessons for new generation students, interactive activities can be included”.

(code: interactive activity)

“Digital learning environments that appeal to all children can be used more in schools. Thus, a lesson that is in line with our contemporary understanding of education can be realized”.

(code: digital learning environments)

4.2.5. Fifth Areas of Interest: Economy

• Question: What can be done in schools (or education) to achieve the sustainable development goals of “Decent work and economic growth” and “Industry, innovation and infrastructure”?

When teacher suggestions in the field of economics were analyzed, codes were obtained in the categories of guidance, technology support, and changes in the curriculum. The teacher suggestions and corresponding codes evaluated in the guidance category are as follows:

“It is very important to direct students to classes and professions that are suitable for them. Because, if each individual works in a job that is suitable for them, they will be very productive and develop our economy”.

(code: appropriate career guidance)

“Vocational high school departments are of great importance in economic development, so we can direct more children”.

(code: vocational high school guidance)

The teacher suggestions and codes evaluated in the industrial technology category are as follows:

“I think, for the development of the economy, technological tools should be used more in the industry”.

(code: utilization of technology)

“Technological tools can be used more in the workplaces to keep up with the age”.

(code: technology in the workplace)

The teacher suggestions and codes evaluated in the curriculum changes category are as follows:

“A relevant course on world and national economy can be added to the curriculum, so that children learn the importance of economy from an early age”.

(code: elective course)

“Classroom activities aimed at improving the economy can be added to the curriculum. We can do role plays with children on how we can protect our economic situation or what we can do if our economy gets worse”.

(code: curriculum activities)

“Economic studies suitable for children can be included in curriculum activities in the classroom. For example; presentations can be prepared on budget control through school allowances”.

(code: curriculum activities)

It is found that curriculum changes are a common category in the fourth and fifth areas of interest, education and economy.

5. Discussion

This study examines the classroom dimension of sustainability with student views and teacher suggestions regarding sustainable development goals. The results obtained from this study are expected to be a solution for educators’ sustainable suggestions that can be implemented in schools in response to students’ views regarding sustainable development goals.

When the findings obtained from the interviews conducted with students in the first part of the study are examined, it is seen that the views of good economy and agriculture are prominent in the students’ views against poverty and hunger and the views of improving health services and the economy are prominent in the views against good health and welfare. Accordingly, according to the students, the fact that a society lives in richer and more prosperous conditions is closely related to the economy. It is understood that the students’ views on the environment are mostly related to clean water resources and natural life. On the other hand, it is understood that the students touched on women and disabled individuals in social and gender inequality. The students’ views on quality education draw attention to digitalization in education and therefore to new generation education. In addition, the students’ views on economic growth and industry and innovation in society are related to improving employment and working conditions.

When the areas of interest that the students expressed the most and least opinions on sustainable development goals are examined, the area of interest they expressed the most opinions on is the environment; the area of interest they expressed the least opinions on is the economy. While the students expressed the most opinions in the area of interest in the environment in response to the question of climate action, it was found that they expressed the least opinions in the questions of clean water and hygiene and sustainable cities. In general, it was concluded that students’ views on sustainable development goals were very little or limited. When the studies were examined, a similar study conducted by [34] examined and compared the perceptions of university faculty members in various countries regarding sustainable development. In a study conducted by [27], it was found that higher education institution students’ perceptions of sustainable development were positive. In another study conducted by [23], which investigated the knowledge and awareness of university students about sustainable development goals, it was found that students found the goals important but partially understood them. In another study conducted by [35], it was found that university students had limited views on sustainable development goals. The limited views of students can be changed with a sustainable education and potential knowledge accumulation. In fact, some studies have found that education on sustainable development goals has effects on the awareness of the participants [36,37].

In the interviews conducted with teachers in the second part of this study, it was found that the teachers’ suggestions against hunger and poverty were concentrated in the category of changes in the curriculum and textbooks. Teachers’ suggestions for cooperation with important institutions in ensuring good health, welfare, peace, and justice in society were reached. In the second area of interest, in the sustainable development goals related to the environment, teachers suggested that there should be changes in the curriculum, textbooks and school activities. On the other hand, teachers’ suggestions for eliminating inequalities in society and ensuring equal opportunities in education were reached. The opinions of students and teachers’ suggestions regarding inequality are common in terms of supporting girls. Teachers’ suggestions in education and economy indicate a common category in the categories of changes in the curriculum. When the suggestions of teachers regarding sustainable development goals are examined in a general context, it is seen that curriculum changes stand out. Accordingly, it is found that teachers mostly associate sustainability with course content and achievement targets. It was concluded that teachers generally make limited solution suggestions regarding sustainable development goals. Other studies conducted on this topic were examined. In a study conducted by [38], the contributions of nature-based solutions to achieving sustainable development goals were examined; in another study conducted by [39], physical education teachers’ solution suggestions for the applicability of sustainable development goals were included. In a similar study conducted by [40], participants presented solutions for the realization of sustainable development goals. Similarly, in a study conducted by [41], it was concluded that teachers had insufficient views on sustainable development goals.

In addition, considering that the sensitivity towards sustainable development goals, especially in environmental and climate change issues, is gradually decreasing [42], it can be said that this study once again draws attention to what can be done in education in line with sustainable development goals. The limited views and suggestions obtained in this study can be improved with sustainable education. In a similar vein, a study conducted by [43] concluded that quality education towards sustainable development goals can be effective on participants.

6. Conclusions

As a result of the interviews conducted with students and teachers in this study, it was concluded that students have limited views on sustainable development goals and, similarly, that teachers have limited solution suggestions. Since this study provides access to a limited number of students and teachers, it presents a cross-section of the reflections of sustainability in education. It is envisaged that the qualitative aspect of this study will support change towards sustainable development goals in education. The suggestions that can be put forward in light of the results obtained from the study are as follows:

(1)

A sustainable education approach can be adopted to improve students’ limited views on sustainable development goals. With this approach, sustainable development goals and their importance can be emphasized and taught to students from the earliest stages. Particularly in courses related to daily life such as science, sustainable goals can be added to the curriculum and/or textbooks, as suggested by the teachers in this study. Sustainable goals can be integrated into activities to be carried out both in and out of school.

(2)

Sustainable in-service training can be organized for teachers to develop solution suggestions on sustainable development goals. Presentations and seminars can be given to teachers about sustainable development goals. Sustainability guide programs can be designed, developed, and implemented for learning and teaching sustainability.