Interdisciplinary Inquiry-Based Teaching and Learning of Sustainability in Saudi Arabia

Autor/inn/en	Alghamdi, Amani K. Hamdan; El-Hassan, Wai Si
Titel	Interdisciplinary Inquiry-Based Teaching and Learning of Sustainability in Saudi Arabia
Quelle	In: Journal of Teacher Education for Sustainability, 22 (2020) 2, S.121-139 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1691-4147
DOI	10.2478/jtes-2020-0020
Schlagwörter	Interdisciplinary Approach; Active Learning; Inquiry; Environmental Education; Sustainable Development; Climate; Natural Disasters; World Problems; Social Responsibility; Knowledge Level; Student Attitudes; College Students; Preservice Teacher Education; Young Adults; Public Colleges; Females; Energy; Economics; Pollution; COVID-19; Pandemics; Foreign Countries; Islam; Saudi Arabia + Suchen Sie Ihr Suchwort? Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Aktives Lernen; Umweltbildung; Umwelterziehung; Umweltpädagogik; Nachhaltige Entwicklung; Klima; Natural disaster; Naturkatastrophe; Weltproblem; Soziale Verantwortung; Wissensbasis; Schülerverhalten; Collegestudent; Lehramtsstudiengang; Lehrerausbildung; Young adult; Junger Erwachsener; Weibliches Geschlecht; Energie; Volkswirtschaftslehre; Schadstoffbelastung; Ausland; Saudi-Arabien
Abstract	Saudi Arabian citizens, including university students, are in an interesting and precarious situation -- they care for sustainability, but their economy thrives because of oil production. This study used an author-developed instrument to briefly explore 135 Saudi university students' (nine disciplines) knowledge, awareness, evaluation and convictions of how to facilitate the nation to achieve sustainable development goals (SDGs) per "Vision 2030" despite living in an oil-based economy. Within this context, the paper then reports 31 female Saudi pre-service teachers' (also university students) experience with and reaction to using inquiry-based learning (IBL) to teach sustainability. Their feedback as emergent educators is invaluable for Saudi initiatives concerned with Education for Sustainability (EfS). Study participants were from Saudi's Eastern Province (convenience and snowball sampling) with data collected in fall 2019. Recommendations include integrating IBL into teacher education, supporting IBL with Saudi cultural and religious practices, and communicating anthropogenic impact to Saudi citizens. (As Provided).
Anmerkungen	Sciendo, a company of De Gruyter Poland. 32 Zuga Street, 01-811 Warsaw, Poland. Tel: +48-22-701-5015; e-mail: info@sciendo.com; Web site: https://www.sciendo.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01