Shaping social-sustainability values in environmental education/ education for sustainable development through controversial local issues. The case of delignification in Western Macedonia
Abstract
In this paper teachers’ perceptions are investigated 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 (coal elimination) 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. Findings 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.
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