Shaping social-sustainability values in environmental education/education for sustainable development through controversial local issues. The case of delignification in Western Macedonia


Eleni Theofanidou
Penelope Papadopoulou
Abstract

In this paper teachers’ perceptions are instigated regarding the value framework of sustainability along with whether Environmental Education/Education for Sustainable Development (EE/ESD) programs related to controversial local issues, namely the delignification of Western Macedonia, can promote these values thus contributing to active citizenship and students’ future involvement in decision-making processes. The research was conducted through semi-structured interviews with 18 teachers according to the Grounded Theory (GT) approach. Results showed that EE/ESD and teachers positively contribute in this direction even though the implementation of programs related to thorny issues of the local community is a difficult task.

Article Details
  • Section
  • 19. TEACHING AND LEARNING IN ENVIRONMENTAL EDUCATION/SUSTAINABILITY EDUCATION
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References
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