Diversitas Journal, Год журнала: 2024, Номер 9(3)
Опубликована: Июль 25, 2024
This study delves into how social studies teachers integrate sustainability principles their daily teaching practices in the lens of student. Employing a mixed-method approach, research combines descriptive survey (n=28) with follow-up interviews (n=10) third-year students at Rizal Technological University Philippines. Utilizing Statistical Package for Social Sciences (SPSS), quantitative data were analyzed to gauge extent integration, while qualitative data, obtained through semi-structured interviews, delved student perceptions teachers' strategies, challenges, and overall effectiveness. The findings reveal that recognize inclusion concepts education, yet depth consistency this integration appear uneven. Thematic analysis interview unveiled specific strategies employed by teachers, such as incorporating real-life examples project-based learning, highlighted challenges limited resources curriculum constraints. Moreover, feedback underscored value engaging approaches need more consistent application across curriculum. Based on these findings, recommends fostering stronger partnerships local communities bridge theory-practice gap thereby providing valuable resources, guest speakers, real-world project opportunities students, empowering them actively contribute building sustainable future.
Язык: Английский