Examining Teachers' Competencies in Implementing Education for Sustainable Development (ESD) at the Primary Level: A Mixed-Methods Study

Abstract

The purpose of this research is to provide a detailed analysis of skills that the teachers at primary schools must master to make the Education for Sustainable Development (ESD) successful at the primary level. The sample data consisted of 30 teachers of semi-government and private primary schools in Mardan, Pakistan, who were subjected to a quantitative evaluation using questionnaires. In the study, they are going to find out what schemes, competencies, and skills are needed, as well as what knowledge can be called upon to motivate sustainability among young learners. The factors that are addressed in the study are how teachers whose family background and moral values contribute to their capacity to inculcate concepts of ESD in their classrooms. It also evaluates how the educators approach the subject of teaching using ESD in their dedicated lesson plans and what the obstacles during the implementation process of ESD could be. The paper concludes that although there are strong intentions of putting in place ESD, the efforts are disappointing due to inadequate formal training on ESD, the interactivity of students, diversity, and curriculum match-up.