Adult Education Teachers’ Competencies for the Implementation of Sustainable Development

Abstract

This paper presents the results of a study conducted on a sample of teachers working in adult education in Croatia with the aim of determining whether they possess the competencies needed for the implementation of sustainable development in the teaching process. The results show that the teachers who participated in the study mostly expressed positive attitudes but lower levels of both knowledge about sustainable development concepts and education for it. Even though teachers on average self-evaluated that they possessed almost every generic and specific competency needed for sustainable development, their self-evaluation also shows that they only partially possess the competencies directly connected with the implementation of sustainable development in the adult education teaching process.Predstavljamo rezultate raziskave, v kateri so sodelovali učitelji s področja izobraževanja odraslih na Hrvaškem. Cilj raziskave je bil ugotoviti, ali imajo ustrezne kompetence za implementacijo trajnostnega razvoja v učnem procesu. Učitelji, ki so sodelovali v raziskavi, so večinoma izrazili pozitiven odnos do trajnostnega razvoja, vendar pa so rezultati pokazali tudi nižjo raven poznavanja konceptov, povezanih s trajnostnim razvojem, ali z njim povezane izobrazbe. Čeprav v povprečju učitelji menijo, da razpolagajo s skoraj vsemi splošnimi ali specifičnimi kompetencami, potrebnimi za trajnostni razvoj, je njihova samoevalvacija pokazala, da le delno razpolagajo s kompetencami, ki so neposredno povezane z implementacijo trajnostnega razvoja v učnem procesu izobraževanja odraslih.