Teaching Equity and Perceived Learning Effect in Dual-Teacher Classroom Under Education for Sustainable Development: A Comparative Study of Student Engagement Mechanisms Through the Opportunity-to-Learn Framework

Abstract

Ensuring equitable access to quality education is essential for Education for Sustainable Development. However, the efficacy of innovative Education for Sustainable Development models like the Dual-Teacher Classroom in promoting teaching equity has not been sufficiently studied. Grounded in the Opportunity to Learn (OTL) theory—a theoretical framework that provides observational constructs for Education for Sustainable Development (ESD), which are operationalized as empirical measures in this study—this study investigates the mechanisms through which teaching equity influences perceived learning effect, with learning engagement as a mediator, among elementary students in Beijing, China. Data were collected from 278 participants using a validated questionnaire. The results reveal significant disparities between urban and rural students, with urban students demonstrating higher levels of teaching equity, learning engagement, and perceived learning effect. Mediation analysis indicated that learning engagement acts as a partial mediator for urban students, whereas it serves as a full mediator for rural students. These findings highlight the importance of context-sensitive instructional strategies to enhance equity and engagement in the Dual-Teacher Classroom. The study contributes to the discourse on educational sustainability by emphasizing the role of equitable teaching practices in fostering inclusive and effective learning environments. Practical implications for teacher collaboration and real-time feedback mechanisms are discussed.