Sustainable Development in Secondary Schools Curricula. Polish Context

Anna Mróz, Iwona Ocetkiewicz, Łukasz Tomczyk, Katarzyna Walotek-Ściańska and Dariusz Rott

Voprosy obrazovaniya / Educational Studies Moscow, 2020, issue 1, 182-204

Abstract: Anna Mrz - PhD, Researcher. E-mail: anna.mroz@up.krakow.plIwona Ocetkiewicz - PhD, Researcher. E-mail: iwona.ocetkiewicz@up.krakow.plŁukasz Tomczyk - PhD, PhDr, inż. Researcher. E-mail: lukasz.tomczyk@up.krakow.plPedagogical University of Cracow. Adress: Ingardena 4, 30-060 Cracow, Poland.Katarzyna Walotek-Ściańska - PhD, Researcher, Akademia Ignatianum. Adress: Mikołaja Kopernika 26, 31-501 Cracow, Poland. E-mail: katarzynaws@interia.plDariusz Rott - PhD, Researcher, Sielsian University.Adress: Plac Sejmu Śląskiego 1, 40-032 Katowice, Poland. E-mail: darirott@poczta.fmAccording to recommendations of the European Commission and Decade of Education for Sustainable Development assumptions, all teachers, at each education stage, should include in their curricula content supporting efforts towards sustainable development. Knowledge is the basis for acquiring and developing competences. Students' knowledge may help to shape their competencies in creating sustainable development in social, economical and environmental area. The article presents the results of research on the inclusion of key issues for sustainable development in education programs. Research was conducted since March 2016 to November 2016; 337 teachers employed in the lower and upper secondary school participated in the study. As the analysis of the research showed, Polish teachers are not properly prepared to implement the key issues for sustainable development in their didactic process.

Keywords: education for sustainable development; curriculum; teacher; key issues in sustainability (search for similar items in EconPapers)
Date: 2020
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