Next Article in Journal
Teaching for Justice in a Contradictory World
Next Article in Special Issue
An On-Campus Botanical Tour to Promote Student Satisfaction and Learning in a University Level Biodiversity or General Biology Course
Previous Article in Journal / Special Issue
Multimodal Languaging as a Pedagogical Model—A Case Study of the Concept of Division in School Mathematics

Subject Teachers as Educators for Sustainability: A Survey Study

Department of Teacher Education, University of Helsinki, Helsinki 00014, Finland
Author to whom correspondence should be addressed.
Academic Editor: Eila Jeronen
Educ. Sci. 2017, 7(1), 8;
Received: 30 October 2016 / Revised: 18 December 2016 / Accepted: 21 December 2016 / Published: 4 January 2017
(This article belongs to the Special Issue Teaching Methods in Science Subjects Promoting Sustainability)
Sustainability education (SE) is included in school curricula to integrate the principles, values, and practices of sustainable development (SD) into all education. This study investigates lower secondary school subject teachers as educators for sustainability. A survey was used to study the perceptions of 442 subject teachers from 49 schools in Finland. There were significant differences between the subject teachers’ perceptions of their SE competence, and the frequency with which they used different dimensions of SE (ecological, economic, social, well-being, cultural) in their teaching varied. Teachers’ age had a small effect, but gender, school, and its residential location were nonsignificant factors. Teachers could be roughly classified into three different subgroups according to their perceptions of the role of SE in their teaching; those who considered three SE dimensions rather often and used holistic sustainability approaches in their teaching (biology, geography, history); those who considered two or three dimensions often but were not active in holistic teaching (mother tongue, religion, visual arts, crafts, music, physical and health education, and home economics) and those who used one SE dimension or consider only one holistic approach in their teaching (mathematics, physics, chemistry and language). Subject teachers’ awareness of their SE competence is important to encourage them to plan and implement discipline-based and interdisciplinary SE in their teaching. The specific SE expertise of subject teachers should be taken into account in teacher training and education. View Full-Text
Keywords: sustainability education; subject teachers; secondary school; survey; teaching sustainability education; subject teachers; secondary school; survey; teaching
Show Figures

Figure 1

MDPI and ACS Style

Uitto, A.; Saloranta, S. Subject Teachers as Educators for Sustainability: A Survey Study. Educ. Sci. 2017, 7, 8.

AMA Style

Uitto A, Saloranta S. Subject Teachers as Educators for Sustainability: A Survey Study. Education Sciences. 2017; 7(1):8.

Chicago/Turabian Style

Uitto, Anna, and Seppo Saloranta. 2017. "Subject Teachers as Educators for Sustainability: A Survey Study" Education Sciences 7, no. 1: 8.

Find Other Styles
Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

Article Access Map by Country/Region

Back to TopTop