Using a stakeholder engagement approach to inform professional development programs to promote education for sustainability in schools

Abstract

This exploratory study highlights the experience and perspective of educators and school leaders implementing sustainability as a cross-curriculum priority (S-CCP) in Queensland, Australia. The barriers and facilitators for integrating S-CCP were explored through qualitative interviews (N = 16). The findings underscored a profound knowledge gap wherein sustainability was interpreted narrowly, emphasizing environmental actions and overlooking the broader socio-economic and equity dimensions. This misperception led to multiple challenges within and outside of the classroom as Education for Sustainability (EfS) was perceived to be tied to environmentally sustainable facilities that require financial resources. A lack of leadership support was also noted. The experience of the educators successfully navigating these barriers are detailed. Furthermore, the findings highlighted the complexities and nuances of sustainability education and provided valuable insights for the design of professional development programs.