What should be included in education programmes – The socio-education analysis for sustainable management of natural resources

Journal of Cleaner Production xxx (xxxx) xxx

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What should be included in education programmes e The socioeducation analysis for sustainable management of natural resources
z a, Iwona Ocetkiewicz b, Barbara Tomaszewska c, * Anna Mro
w, Poland Pedagogical University of Kracow, Faculty of Pedagogy, Ingardena 4, 30-084, Krako
w, Poland Pedagogical University of Kracow, Faculty of Pedagogy, Podchora˛ z_ ych 2, 30-084, Krako c
w, Poland AGH University of Science and Technology, Faculty of Geology, Geophysics and Environmental Protection, Mickiewicza 30, 30-059, Krako a

b

a r t i c l e i n f o

a b s t r a c t

Article history: Received 2 August 2018 Received in revised form 30 November 2019 Accepted 2 December 2019 Available online xxx

Education is an important element in enhancing students’ awareness of the environment. This is because education plays an important role in shaping and transforming society. According to the assumptions of the most important documents regarding sustainable development (Agenda 21, 1992; Agenda, 2030, 2015; UNESCO, 2018a) the condition for achieving the desired development model is properly planned and effectively implemented education. Therefore, teachers should make every effort to expand students’ knowledge, skills and attitudes (and thus competences) in this area. This should be implemented, inter alia, by actively incorporating key issues for sustainable development into educational programmes. The purpose of the study presented here was to explore and describe the inclusion of the issue of the sustainable management of natural resources (SMNR) in education programmes (curricula) by Polish teachers. The authors were looking for the answer to the research question: how do Polish teachers of general subjects working in lower secondary schools (gimnazjums) and upper secondary schools (lyceums) integrate the SMNR issue into educational programmes? The aim of the research was descriptiveexploratory. In order to answer the research question, we used the survey method (quantitative paradigm). The authors have developed our own questionnaire, which served as a research tool. A total of 337 Polish teachers of general subjects took part in the research. The results show that in their daily work they try to incorporate the SMNR issue into educational programmes, but they do not always know how to actively involve students. However, many teachers, especially Polish language teachers, still do not implement this issue in their curriculum. © 2019 Elsevier Ltd. All rights reserved.

Handling Editor: Prof. Jiri Jaromir Klemes Keywords: Education Teachers Renewable resources Sustainable development

1. Introduction Renewable and sustainable sources of energy are elements of an overall strategy of sustainable development. Using sustainable sources helps to reduce dependence on energy imports or not create a dependence on energy imports, thereby ensuring a sustainable security of supply (Udo and Pawłowski, 2011). Energy affects almost all aspects of social and economic development, including livelihoods, water, agriculture, population, health, education, job creation and gender-related issues (Duran et al., 2013). It is worth noting that among 17 sustainable development goals to be achieved by 2030 was Goal 7. Ensure access to affordable, reliable,

* Corresponding author.
z), iwona.ocetkiewicz@up. E-mail addresses: [email protected] (A. Mro krakow.pl (I. Ocetkiewicz), [email protected] (B. Tomaszewska).

sustainable and modern energy for all (Agenda, 2030, 2015). In turn, according to Goal 4 (Agenda, 2030, 2015) all students around the world should be provided with high-quality education, the effect of which is to build a balanced social, economic and environmental order. Education is considered to be one of the most effective means for providing solutions to the problems faced by society (Kandpal and Broman, 2014; Capelo et al., 2012). Schools, as institutions for general education, are believed to have a responsibility to equip their students with the knowledge and commitment to take personally meaningful decisions and action to address the challenges posed by both lifestyle and societal conditions. This is possible due to the use of appropriate methods, forms of work, as well as the implementation of relevant content in the curriculum. The United Nations Decade of Education for Sustainable Development (2005e2014) (Tilbury and Wortman, 2004; Elias, 2006; Paden, 2007; Mula and Tilbury, 2009) requests that sustainable

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development issues be incorporated into education in a holistic and trans-disciplinary manner. This involves the embedding of sustainable development (SD) competences into existing educational programmes. The promotion of education for sustainable development (ESD) is “considered crucial to building a sustainable future and to placing young people at the centre of development” (Wals, 2013). This responsibility and importance of ESD is shared by UNESCO and the United Nations Economic Commission for Europe (UNECE). Such education should play a crucial role in supporting education’s ability to address the challenges of sustainable development (Bentham et al., 2015). One of the objectives of the Decade (UNESCO, 2012a, 2012b) was to popularise knowledge about the principles of sustainable development, including through promoting the inclusion of key issues of sustainable development in the curricula of school educational programmes. The activities undertaken as part of the Decade were addressed to all educational bodies, primarily to teachers as promoters of change (Bentham et al., 2015). Their knowledge, skills and attitudes can contribute to creating a sustainable world now and in the future. It is also worth noting that according to Agenda 21, the environmental and ethical awareness, values, attitudes, skills and behaviour needed for sustainable development are all acquired through education (Celikler, 2013; UNCED, 1992). The World Commission on Environment and Development (Celikler, 2013) underscores the role that teachers have in bringing about the broad scale social changes required for ecologically sustainable development. Learners need to be encouraged to develop competencies that will equip them to address local injustices, enabling all citizens to flourish now and in the future (UNESCO, 2014). It is worth emphasising the fact that the issues raised during lessons have a significant impact on the attitudes and beliefs of young people, which in turn translates into their behaviour, choices, and in a broader perspective e their lifestyle. As Robinson and Aronica (2015) noted, the school curriculum set the framework for what students should know, understand and be able to do. In most types of schools, some parts of the programme are obligatory, others are optional, and others e voluntary, e.g. extracurricular activities. School curricula can be formal and informal. The formal programme is the compulsory part, the mastery of which is subject to evaluation and examination, while the informal part contains what is voluntary. Teachers therefore have a lot of freedom in choosing optional, voluntary content. Also within the obligatory part of the curriculum, they can, to a certain extent, freely choose the educational content and the issues they address (for example, topics of essays, papers or so-called readings in foreign language teaching). The International Union for the Conservation of Nature (IUCN) has previously emphasised the need to change individuals’ attitudes towards sustainability through educational programmes (WCU, 1991; Celikler and Aksan, 2015). The task of the modern school is to enable students to acquire and develop competencies, including key competences for sustainable development (de Haan, 2007a, 2007b; 2010; Barth et al., 2007; Rieckmann, 2011; Wiek et al., 2016). Knowledge, which is the first component, apart from skills and attitudes, of every competence, is the basis without which shaping competences is not possible. Young people, “digital natives”, representatives of the Y/Z generation, eagerly learn from the media (Internet, TV series, discussion forums), but school is still the place where they acquire reliable knowledge. In this context, it is very important to recognise how teachers include issues related to the sustainable economy, environmental protection or the use of renewable energy sources in the curricula of particular subjects. These factors are part of the concept of sustainable management of natural resources (SMNR). It is worth noting that in Poland the principle of sustainable development has gained a constitutional rank e it was included in

Art. 5 of the Constitution of the Republic of Poland (Konstytucja, 1997), and the definition of sustainable development was introduced into legislative provisions as early as 1980 through the Act on environmental protection and development (Ustawa, 1980), where it was pointed out that: “[it is] such socio-economic development in which the process of integrating political, economic and social activities takes place, preserving the natural balance and durability of basic natural processes, in order to guarantee the ability to satisfy the basic needs of individual communities or citizens of both the current generation and future generations”. The need for renewable energy education and training at all levels is globally recognised (Kandpal and Broman, 2015). As is stressed, to reduce and to halt the deterioration of the environment around the globe, it is necessary for students to change their social and technology-related behaviour (Celikler and Aksan, 2015). As Ackigoz (2011) highlights, education on renewable energy should be provided in schools (both public and private), at universities and in academic institutions. In 2009 the Ministry of National Education introduced a new core curriculum for general education in Poland which completely transformed environmental education at the ISCED 2 (Polish: gimnazjum; lower secondary school, junior high school) and ISCED 3 (Polish: liceum, upper secondary school, senior high schools of different types) stages (Musialik et al., 2013). Environmental and ecological content is present in the new core curriculum of all traditional subjects but biology, geography and natural science are considered to be the most important in the scope of environmental education in Polish schools. However, all teachers of general subjects are obliged to incorporate these issues in educational programmes. Research shows that in Polish education the key issue in education for sustainable development is often overlooked by
z, teachers or carried out in a random and inconsistent way (Mro
jcik (2004) noted in her studies, non-formal educa2018). As Wo tion does not play a significant role in the shaping of environmental awareness, especially among the mature members of society. In view of the above research results, the perfection of existing means of environmental education is a necessity to be achieved through the coordination of complementary actions conducted as part of formal and non-formal education. There is therefore a need for greater awareness and greater efforts of teachers in formal education for sustainable development, including SMNR. It is worth stressing that the Polish students aged 13e19 surveyed in Kobierska et al. (2007). Research mention school as only the second most important source of environmental knowledge after the mass media. This information can indicate that knowledge should be conveyed by teachers in a more modern and active way, involving the use of television (indicating valuable programmes) as a very efficient tool of ecological education, especially with regard to shaping patterns of behaviour and encouraging individual or collective actions for the benefit of the environment. Pro-environmental education and the effectiveness of its methods are a necessity, decisive factors in preserving natural resources for succeeding generations. Educating proper attitudes towards the nature around us must be based on the gaining of sound knowledge. It is worth noting that projects and programmes supporting students’ competences in the field of environmental protection function globally. One of those is ‘Eco-Schools’, which is an international programme of the Foundation for Environmental Education (FEE) that aims to empower students to be the vector of change our sustainable world needs by engaging them in fun, actionorientated and socially responsible learning (FEE, 2018; EcoSchools, 2018). One of the aims of the project is to incorporate key environmental issues into the curriculum (Step 5 Curriculum Linking). In Poland, the programme is implemented in cooperation


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with the Foundation for Environmental Education, but the activities are not widespread and do not focus on working with teachers and promoting the principles of sustainable development among students (see FDEE, 2018). Another important project is Euronet 50/50 (Euronet 50/50, 2018). The project activities are aimed at reducing energy consumption in public buildings by applying an innovative 50/50 methodology in 500 schools and nearly 50 other public buildings from 13 EU countries. As part of the project, an educational package for schools (the so-called “e-pack”) was developed containing many useful documents and tools. The package should be disseminated to teachers and students as well as to school management. In addition, the project developed ready-made materials for teachers in the form of attractive educational games. This means that there are initiatives in Poland aimed at teachers and educators helping them to implement SMNR issues in education programmes, but, perhaps, they are not well disseminated among the target group. These initiatives may support the students’ acquisition of knowledge and skills and the shaping of attitudes towards SMNR, but the most important seems to be the effective implementation of this issue in the didactic process in schools. 2. Research and methods This study presents the results of surveys conducted among Polish teachers employed in schools in the country’s third stage of education (Polish: gimnazjum; hereinafter: lower secondary school) and fourth stage of education (Polish: szkoła
srednia; hereinafter: secondary school). The survey was aimed at recognising the level of inclusion of the issue of sustainable management of natural resources in school curricula by the teachers. The following independent variables were distinguished: subject taught, educational stage, stage of teacher promotion, years of pedagogical experience and school location.

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In total 927 questionnaires for teachers were distributed during the survey, of which 337 were filled out by the respondents. The study was carried out in 43 lower secondary schools and 17 secondary schools. The quantitative data collected as part of our own research were coded and subjected to statistical analysis in the Statistical Package for the Social Sciences e SPSS. Pearson’s Chi-square test was used to show the relationship between the incorporation of the SMNR topic and the variables identified in the study. 2.2. The main goal of the research The main objectives of the research were exploring and describing (Babbie, 2013) how teachers of different school subjects at the 3rd stage (students aged 14e16; lower secondary schools) and 4th stage (students aged 16e20; secondary school) of the Polish educational system include the issue of sustainable management of natural resources in their curricula. It should be noticed that in the years 1999e2017, the third educational stage in the Polish education system included lower secondary school (gymnasjum), in which education lasted three years, and the fourth educational stage - secondary school (lyceum-three years), technical school (four years), and basic vocational school (three years). The reform of education which took place in 2017 changed this structure. Three-year gymnasjums are gradually being closed down. Primary school education was extended by two years (classes VII and VIII). Upper secondary school reform will start from the 2019/ 2020 school year and end in the school year 2023/2024. The new types of upper secondary schools are: four-year general high schools, five-year technical high schools, three-year industry schools (first-cycle) (operates from September 2017), two-year industry schools (second-cycle) (EURYDICE, 2018). 2.3. Sample

2.1. Methodology The research was carried out using the survey method (Babbie, 2013) (quantitative research) in the nomothetic paradigm. Respondents were asked to complete a questionnaire consisting of two parts (Table 1 and Table 2). One part of the questionnaire was devoted to key issues in education for sustainable development (Table 1)that teachers should include in the curricula. The respondents were also asked to indicate how and how often they incorporate SMNR into educational programmes (Table 2). For the purposes of this study, only the teachers’ answers regarding the problem of SMNR and its take up in school programmes were analysed. Tables 1 and 2 present the content of the questionnaire and the issues which were examined.

The convenience sampling method was used to conduct the study. It is a non-probability method of sampling based on the selection of participants due to their convenient availability and proximity. The sample obtained by this method is called a convenience or an opportunity sample (Christensen and Johnson, 2011). Table 3 presents the statistical and demographic data of teachers who took part in the study. The majority of the teachers surveyed were women e in total 77% of the respondents. The people who took part in the survey are mainly employed in schools in smaller locations e in rural areas (38%) or in small towns (40.4%). Every fifth teacher surveyed worked in a big city. Over half of the respondents (55.8%) work in lower secondary schools; while 44.2% of the respondents teach in

Table 1 Scope of the questionnaire e Key issues in education for sustainable development included in educational programmes. Which of the following issues do you raise when working with students?

please mark “X” where appropriate

Responsible consumption Fair trade Civil society Sustainable economy Environmental protection Counteracting climate disasters Sustainable management of natural resources Values: goodness, justice, responsibility, solidarity, tolerance Gender equality Children’s rights Responsible use of the media All of the above None of the above


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Table 2 Scope of the questionnaire e Ways of incorporating key issues for sustainable development that teachers could indicate in the study. How do you incorporate the topic of sustainable management of natural resources in the educational programme? (please mark “X" in the appropriate column) Occasionally

Sometimes

Very often

By including topics in subject lessons In additional classes, e.g. interest groups By giving homework assignments related to the issue of SMNR By encouraging students to participate in out-of-school activities, joining various initiatives I do not incorporate this topic

Table 3 Statistical and demographic data of the teachers who responded to the survey. Sex School location

Educational stage Years of pedagogical experience

Stage of professional promotion

Subject taught

Female Male village town city lower secondary school secondary school 0e5 6e10 11e15 16e20 21þ Trainee Contract teacher Nominated teacher Certified teacher Polish language Humanities and social sciences (Civic Education, History, Cultural Studies, Entrepreneurship) Foreign languages Mathematics Exact science and natural science (Biology, Chemistry, Physics, Geography, Family Life Education) Technical and computer science (Computer Science, Technical Education) Creative subjects (Music, Visual Art)

secondary school. Most of the respondents (almost 90%) were teachers with more than5 years pedagogical experience. Almost every fifth teacher had between 6 and 10 years experience, and every fourth 11e15 years experience. The largest proportion of the respondents (30.1%) had an even longer professional experience e over 15 years. In total 15.0% of respondents had worked as a teacher for 20 years or more. The percentage variation of professional experience of the teachers surveyed is similar to the years of professional experience of the teacher population in Poland. There are five stages of teacher promotion in Poland: after university graduation the teacher becomes a “trainee” who teaches for one or two years. Next, after working at school for a few years, the teacher can become a “contract teacher.” After passing an examination, he/she can obtain the status of “nominated teacher.” The fourth level, “certified teacher”, is where most careers end. However, some manage to reach the fifth level, which is honorary, of “professor of education” (EURYDICE, 2014). In this research, most of the respondents were employed as a certified teacher (58.2%). Nominated teachers accounted for 24.3% of the sample and contract teachers for 13.3%. Trainees were the smallest group among the respondents e they constituted only 3.9% of the sample. This distribution is representative of the population of teachers working in Poland: the percentage of respondents in individual age groups is similar to the percentage of all teachers in Poland at the 3rd and 4th educational stage (EUROSTAT, 2016). The group surveyed included teachers of various subjects. Humanities teachers formed a large proportion of the respondents e Polish language 17.8%, other humanities and social science subjects e 19.9%. About 22% of respondents teach a foreign language, every

263 70 128 136 73 177 160 36 64 85 102 50 14 45 82 196 60 67 74 36 86 9 5

fourth is a teacher of subjects from the department of natural and exact sciences (Biology, Combined Science, Chemistry, Physics), and every tenth teaches Mathematics. Computer and technical subjects, physical education and artistic subjects were less often represented. 3. Results and discussion The aim of the study was to explore the incorporation of SMNR problems in school curricula. Studies have revealed that this issue is most often included in the curricula of exact and natural science teachers. Almost 2/3 of the teachers of these subjects surveyed declared that they regularly raise issues related to responsible, sustainable management of natural resources in their work. 3.1. Relationship between SMNR and educational stage Based on the analysis of the survey results, it was found that there are statistically significant differences between the inclusion of SMNR and educational stage (lower secondary school, secondary school). This issue is more frequently taken up in curricula by lower secondary school teachers. Slightly more than half (50.85%) of the teachers surveyed employed in lower secondary school declare that this issue is regularly used by them in the educational programme. In the case of teachers working with older youth e in secondary schools e the issue is incorporated in the educational programme by slightly fewer teachers e 41.61% of the respondents. Statistically significant (p < 0.003, df ¼ 3) dependence also occurs between the implementation of the topic of SMNR in additional classes and the type of school in which the teacher conducts a


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lesson (Table 4). This subject is definitely more frequently covered in additional classes by teachers employed in lower secondary school (24.86% very often, 51.98% often, only 10.73% never). In secondary school, almost one-fifth of respondents do not raise the subject of SMNR in additional classes (18.12%; 19.46% very often, 38.26% often) (Table 5). This is probably related to the fact that additional classes differ in these two types of schools. Teachers working with younger students have more freedom in choosing the content they cover, for example, during special interest club meetings. In Polish lower secondary schools, special interest clubs devoted to ecology and environmental protection are quite popular. In turn, additional classes in secondary schools are dominated by preparation for their matriculation exams (in Polish: matura). 3.2. Relationship between SMNR and school location (city, town, village) The results of the survey carried out have shown that teachers working in the countryside definitely include content related to SMNR in the subject topic more frequently than teachers teaching in towns and cities (Fig. 1). The external environment often means that lessons can be conducted in the field or they can work on specific examples. Teachers employed in rural schools seem to be more concerned about the state of nature and are aware that their actions in managing natural resources responsibly can help to protect them. Moser (1996) showed that the state of sustainability in societies can be learned from nature, where sustainability is already manifested. In consequence, the eco-principles thus derived, which operate in the biosphere, represent a pattern for learning how to incorporate the concept of sustainability in action within the anthropo- and technosphere. A similar concept was presented by Indrawan et al. (2014) related to Satoyma, which is a traditional rural landscape in Japan where secondary forests and traditional ecological knowledge play an essential role. In rural schools, the issues of SMNR are most often implemented as part of additional activities (very often e 25.78%, often e 55.47%, never e 5.47%) (Table 6). At the same time, it has been shown that there is a relationship between teachers’ encouragement of students to be active outside of school, including activities for the local environment, and the location of the school. Inclusion of the problem of SMNR in the curriculum is often declared by teachers employed in rural schools (very often e 48.44% and sometimes e 39.06%). In big cities, less than 30% of teachers encourage students to participate in out-ofschool activity (Table 7). 3.3. Relationship between the covering of SMNR issues and the subject taught Differences in the inclusion of SMNR issues are also found between teachers of particular subjects (Fig. 2). The smallest proportion of teachers who deal with topics related to sustainable management of natural resources in their work is found in the

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Table 5 Inclusion of SMNR in the topics of additional classes depending on the type of school (lower secondary school, secondary school). Type of school lower secondary school

Never Occasionally Sometimes Very often Total

secondary school

Total

%

%

%

10.73% 12.43% 51.98% 24.86% 100.00%

18.12% 24.16% 38.26% 19.46% 100.00%

14.11% 17.79% 45.71% 22.39% 100.00%

group of Polish language (mother tongue) teachers. In the educational programme, only a quarter of the Polish language teachers surveyed address this topic. Polish students are much more likely to learn about SMNR in foreign language classes e slightly more than half of the foreign language teachers surveyed regularly include this issue in the curriculum. It is worth noting that second language teachers have a lot of freedom in choosing teaching content, which makes it easier for them to pursue key issues for sustainable development. When developing language competencies they can lead discussions with students about the management of natural resources, the use of renewable and ecological energy sources or ask for essays or readings on this topic. Slightly more than 40% of humanities and social science teachers and a similar group of mathematics teachers declare the inclusion of the subject of sustainable management of natural resources in their curricula. This is an unsatisfactory result taking into account the recommendations of UNESCO experts (Reed Johnson, 2014; ESD, 2012; Kinyanjui, 2014) and the activities undertaken as part of the Decade of Education for Sustainable Development (UNESCO, 2014; Sherman et al., 2003). Teachers of all subjects should make efforts to integrate SMNR into their curricula. The teachers surveyed were also asked to indicate the frequency with which they incorporated these topics for each method they indicated (Fig. 3). Based on Pearson’s chi-square test, a statistically significant relationship (p < 0.05) was found between the type of subject taught and the issues raised, regardless of the educational stage (Table 8). In total 60% of the Polish language teachers who have declared that they refer to SMNR in educational programmes say that they do it very often. The same is declared by 62.69% of teachers of the humanities and social science subjects (Table 9). Among teachers of mathematics declaring inclusion of the issue of SMNR, 44.44% says that they very often include it in educational programmes during lessons, and 11.11% do not include this topic. Foreign language teachers declare that they are eager to address SMNR during their lessons. The survey results showed that 68.92% of teachers surveyed do it. Similarly, among teachers of the natural and exact sciences, 69.77% declare very frequent inclusion of SMNR in the educational programme. No teachers of these subjects declared that this issue “is not covered” (Fig. 4).

Table 4 Pearson’s chi-square test for inclusion of SMNR in additional classes and dependence on school level. Chi-square tests

Pearson’s chi-square Likelihood ratio Linear correlation test N of relevant observations a

Value

df

Asymptotic significance (2-sided)

13.771a 13.807 9.014 326

3 3 1

0.003 0.003 0.003

0.0% of cells (0) has expected count lower than 5. Minimum expected count is 21.02.


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53.91%

41.91%

42.65%

60% 40% 20% 0% village

town

city

Fig. 1. Inclusion of the issue of sustainable management of natural resources and the location of the school.

Table 6 Inclusion of SMNR in the educational programme and the location of the school. Place of work

Never Occasionally Sometimes Very often Total

village

town

city

Total

%

%

%

%

5.47% 13.28% 55.47% 25.78% 100.00%

16.18% 19.85% 41.91% 22.06% 100.00%

25.00% 23.53% 35.29% 16.18% 100.00%

13.86% 18.07% 45.78% 22.29% 100.00%

The study also revealed that teachers in social sciences and humanities subjects deal with the problem in question by asking for homework assignments e 10.45% very often; 41.79% often. This is also the case with teachers of the natural and exact sciences (9.20% very often, 40.70% often) (Table 10). On the other hand, Polish language and foreign language teachers rarely ask for homework assignments referring to SMNR. Homework concerning this issue is given least often by mathematics teachers (38.89% never, 41.67% occasionally). 3.4. Relationship between SMNR and years of teaching experience

Table 7 SMNR in students’ out-of-school activity and the location of the school. Place of work

Never Occasionally Sometimes Very often Total

village

town

city

%

%

%

Total %

4.69% 7.81% 39.06% 48.44% 100.00%

11.76% 15.44% 34.56% 38.24% 100.00%

13.24% 19.12% 39.71% 27.94% 100.00%

9.34% 13.25% 37.35% 40.06% 100.00%

From the results of the analysis of the data collected, it can be seen that the teachers with the most years of work (21 and more years), and thus e it can be assumed e with the greatest professional experience, include the SMNR issue most frequently (Fig. 4). During the years of their work many changes have been introduced into the school curriculum. And this may be the reason they are able to flexibly adapt the content of the educational programme to changes resulting from the changing social environment and new challenges. Teachers with longer experience can pay attention to socially and economically important issues, and consequently choose what is valuable. Their professional competences can be

70% 63.95%

60% 51.35%

50%

43.28% 41.67%

40% 30%

26.67%

20% 10% 0% Polish language Humanities and social science

Foreign languages

Mathematics Exact science and natural science

Fig. 2. Teachers’ declarations regarding the inclusion of responsible management of natural resources in curricula.


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70%

60%

50%

40%

by including topics in subject lessons in additional classes, e.g. interest groups

30% by giving homework assignments related to the issue of SMNR by encouraging students to participate in out-ofschool activities, joining various initiatives

20%

it is not implemented

10%

0%

Fig. 3. Methods of incorporation of the issue of sustainable management of natural resources in their curriculum indicated by the teachers.

Table 8 Pearson’s chi-square test for dependence of type of subject and inclusion of SMNR. Chi-square tests

Pearson’s chi-square Likelihood ratio Linear correlation test N of relevant observations

Value

df

Asymptotic significance (2-sided)

24.851 22.749 0.267 323

12 12 1

0.016 0.030 0.606

Table 9 Inclusion of SMNR in topics in subject lessons. Subject

Never Occasionally Sometimes Very often Total

Polish language

Humanities and social sciences

Foreign languages

Mathematics

Natural sciences

%

%

%

%

%

Total %

3.33% 1.67% 35.00% 60.00% 100.00%

4.48% 2.99% 29.85% 62.69% 100.00%

4.05% 1.35% 25.68% 68.92% 100.00%

11.11% 13.89% 30.56% 44.44% 100.00%

0.00% 3.49% 26.74% 69.77% 100.00%

3.72% 3.72% 29.10% 63.47% 100.00%


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70% 60% 50% 40% 30% 20% 10% 0% from 0 to 5

from 6 to 10

from 11 to 15 from 16 to 20 more than 20

Years of teachers' pedagogical experience

Fig. 4. Inclusion of SMNR in the school curriculum with respect to years of pedagogical experience.

Table 10 SMNR in homework depending on subject taught. Subject

Never Occasionally Sometimes Very often Total

Polish language

Humanities and social sciences

Foreign languages

Mathematics

Natural sciences

Total

%

%

%

%

%

%

21.67% 23.33% 50.00% 5.00% 100.00%

16.42% 31.34% 41.79% 10.45% 100.00%

16.22% 32.43% 43.24% 8.11% 100.00%

38.89% 41.67% 11.11% 8.33% 100.00%

15.12% 34.88% 40.70% 9.30% 100.00%

19.50% 32.20% 39.94% 8.36% 100.00%

described as the highest. Teachers who have the fewest years of experience (up to 5 years) are the least likely to introduce SMNR content into the curriculum. This may be due to lack of experience in conducting classes. It is possible that young teachers develop very specific methodological scenarios that are overfilled with didactic content. This result may occur from the lack of ability to choose what is definitely important and relevant in the course on the subject. Thus, they often lack time during lessons to consider additional content, despite their willingness and awareness of the need to take it up. Very often young teachers have to share their time between their professional work and their family, which means that they may not have enough time to broaden their knowledge in the area of SMNR and/or to find ways of incorporating it into educational programmes. Taking into account the professional promotion of the teacher variable, there is also a statistically significant relationship between the inclusion of the issue of SMNR in additional classes and the stage of promotion that the teacher has achieved. In additional

classes, the problem of SMNR is addressed by trainees (30.77% very often, 38.46% often, 23.08% never) and contract teachers (40% very often, 28.89% often, 22.22% never) whilst definitely less frequently by nominated and certified teachers (Table 11). The results of the study presented by the authors (Ocetkiewicz et al., 2017)are based on the teacher survey conducted in 2013 and the interpretation of the 2016 study results presented in this paper, and these indicate that within three years teachers’ awareness of the need to implement the problem of SMNR has increased. Teachers’ awareness and their role in developing the attitudes of young people has definitely increased. This mainly applies to specialists in the field of natural sciences, especially those employed in rural schools. However, in the Polish education system it is still necessary to propagate the issues under consideration to a wider group of teachers, first of all teachers of the mother tongue, and mathematics, especially contract teachers. Many of them still think that this issue goes beyond the programme of the subject being taught and that they don’t have to include it. Therefore, an

Table 11 Teacher promotion and the inclusion of the SMNR topic in the curriculum of additional classes. Stage of teacher promotion

Never Occasionally Sometimes Very often Total

Trainee

Contract teacher

Nominated teacher

Certified teacher

%

%

%

%

Total %

23.08% 7.69% 38.46% 30.77% 100.00%

22.22% 8.89% 28.89% 40.00% 100.00%

9.76% 21.95% 50.00% 18.29% 100.00%

12.76% 19.39% 48.47% 19.39% 100.00%

13.69% 18.15% 45.83% 22.32% 100.00%


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integrated effort is needed to raise the awareness as well as competence of teachers. Teachers should already be learning about the needs and ways of implementing the problem of SMNR in the education process during their university studies. Additionally, it is necessary to ensure the education of teachers working in schools, for example through special workshops, training sessions, seminars, webinars. This applies in particular to teachers in metropolitan schools. Many such initiatives were organised as part of activities during the Decade of Education for Sustainable Development (Tilbury and Wortman, 2004; Elias, 2006; Paden, 2007; Mula and Tilbury, 2009). It would be advisable to conduct methodological training for teachers of particular subjects, and to take into account the problem of SMNR in school textbooks. Diemont et al. (2010) came to a similar conclusion, referring to the work of Odum et al. (1963). They showed that universities have not adopted the curriculum suggested in relation to ecological engineering as an expanded knowledge of environmental systems and ecology. He recommended broadening educational exposure to the social sciences and liberal arts. It is also necessary to recognise the need to educate teachers that only the taking of consistent action e during lessons, additional classes, through homework assignments, activities in the local environment e is able to encourage students to adopt proecological attitudes and to undertake action that promotes the responsible management of natural resources. 3.5. The methodology used and its approach The methodological approach the authors have applied allowed to collect data from a large group of teachers who declared how do they include the key sustainable development issues into their curricula. The research conducted within the nomothetic paradigm enables obtaining numerous answers in a relatively short time. Because the method is anonymous, the respondents have the opportunity to provide honest and objective answers. Survey is the best available methods for researchers who want to collects original data to describe a population too large to be observed directly, that is why this method is widely used by researchers, e.g. Buissink Smith et al. (2011), Sorgo and Kamensek (2012), Juki
c (2014), Uitto and Saloranta (2017), Filho et al. (2019) and others. In the study performed within the nomothetic paradigm, Uitto and Saloranta (2017) presented the results of the investigation into Finnish teachers as educators for the sustainable development. The sample consisted of 442 teachers of general subjects. The results revealed which areas of the sustainable development are included in the teachers’’ curricula and how often. As was pointed by Babbie (2013), the survey method has its limitations (Babbie, 2013), mainly semantic. There is a risk that respondents may not understand the question. However, in the case of the research presented in article, the research group consisted of teachers (with higher education) who were additionally instructed by the interviewer who told them how to complete the questionnaire. They also had the opportunity to enquire about issues they do not understand, therefore this risk was almost eliminated. In addition, the limitations of the survey method include that it can mainly serve exploratory-descriptive research; it is not appropriate for research seeking an explanation of the phenomenon studied. Therefore, it is difficult to survey the wider context of the problem being studied, there is a need for further research (usually deeper interviews). The alleged lack of sincerity of the respondents may also be a limitation of the surveys. The authors have eliminated this risk by ensuring full anonymity to the respondents and informing them that the results will only be used for scientific purposes, they will not be forwarded to the management, education departments or the media. As was mentioned such research method is popular

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worldwide. Buissink-Smith et al. (2011) also performed survey study. They used a survey questionnaire to explore educational outcomes related to sustainability. Survey was also used in the research by Filho et al. (2019). The authors designed a survey questionnaire to evaluate how do universities support the implementation of the sustainable development goals. The above mentioned studies emphasise the importance of teachers as role models and carriers of values supporting sustainable development in its different aspects. Despite its limitations, this study reveals important attributes concerning the relevance of the data gathered. 3.6. Discussion about inclusion of the issue of sustainable management to the curricula Researchers from different countries have also analysed the contents of education programmes in the context of environmental education and education for sustainable development. For example, in Malaysia, environmental education (EE) has long been established right across the curriculum. The results of a study carried out by Hidayah Liew Abdullah et al. (2018) showed that the students’ perception of the environment was high overall and the location of the school does not significantly affect the students’ perceptions of the environment. The majority of students define the concept of the environment as objects. In addition, the percentage of students who present the concept of the environment rationally is also high. The perceptions of students on the need to protect the environment illustrate that the majority agree on the benefits for future generations. The environmental concepts are presented somewhat rationally and show the relationship between the environment and human beings. In conclusion, students’ perceptions of the environment are positive and can determine it rationally and know that the nature of natural disasters is a result of human action. In Mexico a reformed curriculum is being implemented at the national primary level focused on the competence model and incorporating EE as a key element. The results of research by Paredes-Chi and Viga-de Alva (2018) indicate that in documents like the general study plan, the study programmes of Grades, and the official student textbooks a competence related to EE was incorporated which was called ‘competences for coexistence’, implying harmonic relationships with others and nature. Additionally, EE for sustainability was included as a transversal topic that contributes to reaching the graduate profile of basic education and that indicates that students should promote and assume the care of their health and the environment. Nevertheless, it is not clear how it is expected that teachers put EE into practice, lacking the clarity of the environmental theory that supports this curriculum. Salmani et al. (2015) out a study with the aim of content analysis (CA) of newly-prepared sixth grade textbooks for social studies and science based on the three grounds for environmental education, i.e. ecology, environment, and human activity. The results show that the frequency with which the content of these textbooks is allocated declines in the order ecology, human activities and environment, respectively. Furthermore, human activities and the environment are more prominent in the science textbook than the social studies ones, although ecology is more obvious in the latter. In terms of informational load and importance in these textbooks, ecology, environment, and human activity were the main grounds for environmental education, respectively. In sum, in these textbooks the three aforementioned grounds have not been presented parallel to each other and some modifications are required to the content of these textbooks to make them more understandable for Iranian students. In Poland, Kobierska and her co-researchers (2007) tested the level of knowledge of lower secondary school and upper secondary


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school students on the topic of the natural environment. The study showed that two-thirds of the students had knowledge of environmental issues not connected with nature, such as waste segregation, natural resources, the greenhouse effect, etc., but only onethird of students revealed a knowledge of issues connected with nature. Gymnasium (lower secondary school) students scored better in both cases. It is thus necessary to familiarise students with the biodiversity of natural areas, regardless of their level of education, and this calls for live contact with nature, preferably in the natural environment. The results indicate that it is students living in the neighbourhood of protected or degraded areas who have the highest level of knowledge regarding nature. Also, the knowledge of protected animal and plant species depended on actions stemming from an interest in, and contact with, nature. That is why, in line with the basic principles of the environmental education track, the local environment should be fully employed in planning environmental education at school level. As many lessons as possible should take place in the natural environment, especially given that teachers in Poland often underestimate the importance of such lessons. Also, differences were demonstrated with regard to the importance of ways of obtaining information about the environment. It is lyceum students, in contrast to those at gymnasium, who more often indicate individual studies and specialised literature as sources of this knowledge. These differences set guidelines for better use of educational methods (e.g. to motivate students). A good method of working with lyceum students could be an environmental project based on the student’s own search for information from various sources and contact with NGOs, local government and protected area management bodies. In the case of gymnasium students, working in a group of peers and resorting to the assistance of relatives seems the most appropriate method. Research studies carried out in Serbia have shown that students do not have enough knowledge to contribute to the development of a healthy lifestyle and environmental awareness. The latest changes in school policy and curricula confirm that the relevance of environmental education has been recognised but that changes in school practice are yet to come (Stanisi
c and Maksi
c, 2014). In the study carried out by Juki
c (2014) 591 grammar school students were asked to score the degree of representation and suitability of environmental education for each school subject. The research reveals that ecological content currently dominates in school subjects in the natural sciences. Additionally, both students and teachers graded the suitability of ecological content higher in relation to its current degree of representation for all school subjects. These results show that there is room and interest within the educational system (of both students and teachers) for an increase in ecological content in all school subjects. We should not expect young people to independently connect the pieces of information they receive from their teachers but should rather work on changing the educational system. The essential elements of ecology as a scientific discipline are so complex that in order to reach a more comprehensive understanding we cannot rely only on the viewpoint of the natural sciences. In other words, we need to teach ecology as a whole, as a system composed of proto-elements which appear in all school subjects throughout school curricula. Also Molapo et al. (2012) noticed that in Lesotho schools the intended curriculum contains laudable goals with regard to learning in and for the environment. However, teachers interpret the curriculum in such a way that they mainly teach about the environment; never in the environment and seldom engage learners in activities where they could develop positive attitudes encouraging them to act for the environment. This has implications for the promotion of environmental education.  In the study conducted by Sorgo and Kamensek (2012), 350 firstyear university students coming from about half of all Slovenian

secondary schools answered a questionnaire about their experiences concerning its content and their exposure to Environmental Education in their previous schooling. One unsatisfactory finding of the study is that some students had not been informed about important environmental issues, depending on the school or even on the teacher selected for a particular class at such a school. Issues covered more frequently by popular media, such as Global Warming, have a greater chance of being included in comparison to more specialised issues such as loss of biodiversity. Amore important problem is that formal teaching is mostly about environmental issues, but does not include teaching within the environment nor the use of the environment in proactive and active inquiry and problem-based learning. Additionally, environmental issues are not taught as cross curricular and interdisciplinary themes, a failing that can result in fragmented knowledge and an insufficient ability to evaluate a problem critically from different perspectives as a vital part of environmental literacy. 4. Conclusion An in-depth analysis of the research results permits us to observe certain phenomena that are the result of exploration of the problem of incorporating SMNR issues in the curriculum of general subjects in secondary and tertiary secondary education. The analysis of the data collected convinces us that a large number of teachers declare frequent or very frequent incorporation of SMNR issues in school education programmes. SMNR issues are most frequently included by teachers employed in lower secondary school (gymnazjum) schools. In addition, they usually deal with this issue during additional classes. This means that they are most likely to be aware of their role as promoters of change in students’ knowledge, skills and behaviour, but they do not have the time or appropriate methods to effectively incorporate these issues during subject lessons. It should be noted that Polish students are currently given tests after each stage of education. The most important test e the secondary school exam (matura; egzamin dojrzało
sci e maturity exam) e takes place after graduating from upper secondary school. This may be the reason why teachers in lower secondary school are less likely to take up SMNR issues in their education programmes. Most probably, additional classes are devoted to preparing students for the Matura exam - the most important exam finishing high school education, which allows students to study at university. In addition, the analysis of the results collected during the survey showed that it is the teachers of schools located in rural areas who incorporate SMNR issues in their education programmes the most frequently. Respondents declared frequent encouragement of students to participate in out-of-school activities in order to broaden their knowledge and skills in the field of SMNR. Taking into account the variable “teaching subject”, it can be noted that the problems of SMNR are most frequently referred to by teachers of subjects referred to as “strict” - biology, chemistry, physics and geography. These are subjects traditionally associated with the protection of the natural environment. In addition, foreign language teachers often incorporate this problem in lessons perhaps because the methodology of teaching this subject leaves teachers a great deal more freedom in choosing content and teaching methods than, for example, in teaching mathematics. It is also worth noting that according to the survey results, the teachers of the mother tongue are the least often involved in incorporating SMNR in the curriculum in comparison to teachers of other subjects. Perhaps this is related to their low awareness in this area or the belief that this issue does not have to be incorporated as part of education in the field of Polish language and literature. The analysis of research results also shows that the most


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common way of integrating the SMNR topic declared by teachers is to incorporate this issue during subject lessons. This means that a large proportion of teachers participating in the survey are aware of the importance of SMNR issues and implement it in their daily work with students, which can significantly increase their knowledge, skills, attitudes and awareness in this area. Considering the total number of teachers who declared that they are incorporating SMNR issues into the curriculum, another way of implementing them is to encourage students to participate in non-school activities, that is participation in various types of projects, social campaigns, campaigns, etc. Less frequently, the teachers surveyed incorporate these problems in additional classes. In this case, the level of education turned out to be a variable of statistical significance - the problems of SMNR are more frequently taken into account by teachers at a lower level of education. The most rarely chosen method of incorporating SMNR is by asking for homework related to this topic. The analysis of the research results also shows that teachers with greater seniority are more likely to include the issue of SMNR in educational programmes (the study showed that this effect is statistically significant). In turn, teachers with a lower degree of professional promotion, and therefore less seniority, more frequently incorporate this problem in additional classes. This may mean that both teachers with longer and those with shorter work experience are aware of the need to incorporate key issues in education for sustainable development in their work, but less experienced teachers do so less frequently and usually not during subject lessons. Perhaps this is due to their lack of ability to combine SMNR issues with issues implemented within the given subject during the lesson, lack of time management skills, or lower due to their short work experience in the school environment methodological competence. The authors intend to conduct further investigations which allow to complement the data obtained from the survey. It is worth to analyse the curricula in order to determine what content related to sustainable development and sustainable management of natural resources are included in them. However, the authors must point out that the fact these issues are present in the curricula does not mean teachers cover the problems during their classes. Summing up the analysis of the research results, it can be concluded that there is an urgent need to educate and improve teachers in their knowledge, awareness, skills and attitudes regarding teaching and learning in line with the needs of education for sustainable development. In particular, the environmental pillar of sustainable development can be problematic for teachers teaching humanities or social subjects. Teachers should be made aware that all are obliged to incorporate SMNR issues in the curriculum of their subject. It is also worth showing teachers possible ways to incorporate these issues, demonstrating good practice, making available materials prepared by UNESCO in printed form, and familiarising them with available on-line courses and platforms created for teachers and educators to facilitate their incorporation of the key issues in education for sustainable development in their education programmes. 5. Recommendations After a thorough analysis of the study results, attention should be paid to several issues that can e directly and indirectly e contribute to raising social awareness of sustainable management of natural resources, and thus to building a sustainable economic and environmental future. As it was stressed in Education for Sustainable Development. Sourcebook (UNESCO, 2012a, 2012b), pedagogies associated with ESD stimulate pupils to ask questions, analyse, think critically and

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make decisions. Such pedagogies move from teacher-centred to student centred lessons and from rote memorization to participatory learning. As our research results showed, not all of the teachers surveyed are aware of the need to include the crucial issues in education for sustainable development, including SMNR, in educational programmes. These matters must be incorporated as part of formal education in schools if the future of our planet is to be sustainable. Therefore, in the first place, it is necessary to make all teachers, in particular teachers of the mother tongue, aware of the necessity to cover the issue of SMNR during lessons, in additional classes and in the school environment. Therefore, universities should be involved as institutions that educate future teachers and train and improve teachers already employed in order to make them aware of the need and ways to implement this problem in school practice. Emphasis should be placed on teachers (researchers, scientists) educating teachers. They should indicate to teachers how important is the issue of sustainable management of natural resources for the future of societies and - in the broader context - of the world. Institutions such as teacher training centres operating in Poland should also be involved in the process of making teachers aware of their role in educating future generations of the need fora more responsible consumption of natural resources. In addition, ways to reach teachers with long-term teaching experience should be found in order to focus their work on implementing SMNR work in the education process. Moreover, the collaboration of scientists and teachers is necessary. The results of scientific research should be promoted among teachers so that teachers have access to the latest discoveries on the problems of sustainable management of natural resources. In addition, it is necessary to show teachers the appropriate methodological solutions that will allow them to effectively incorporate SMNR issues in the curriculum. It is necessary to point out to young teachers just starting their career that they are obliged to pursue the principles of education for sustainable development, and thus to incorporate SMNR issues into the educational programme. The educational programmes for university students specialising in teaching should include a module on how to put the educational concepts of sustainable development into practice. As mentioned above, the role of teacher education institutions is important. The media, especially new media, provide an important tool for educating teachers about the need to incorporate SMNR issues in their programmes. It seems that teachers are not always aware of the initiatives taken in their region to promote the sustainable management of natural resources (like Eco-Schools, 2018; Euronet 50/50, 2018). Thanks to the media, this situation may change. The media can promote these initiatives, for example through information on social networks or other websites whose recipients are teachers. Teachers should be encouraged to use the materials published for them on the Internet to inspire and support the implementation of key issues for sustainable development, including sustainable management of natural resources. The materials were professionally developed, inter alia by UNESCO experts (UNESCO, 2018a). Often, however, they are not aware that such materials have been developed for them. Therefore, initiatives such as setting up and developing by UNESCO experts a platform for teachers (like UNESCO, 2018b) should be promoted in the media to enable them to reach the group of recipients e teacherse more easily. Teachers with a longer period of work experience should also receive an offer of postgraduate studies and training (education and further professional training), through which they will learn how to successfully integrate sustainable management of natural resources into their educational programmes, as well as other key issues in education for sustainable development. In this respect, the solution introduced in Finland seems to be interesting. Teachers employed


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in Finland are obliged to devote 2 h a week to training and improvement (Brito and Bastos, 2017; FEN, 2017; Niemi et al., 2016). This way their knowledge is constantly updated, and their skills developed. It is necessary to make teachers in metropolitan schools aware of the necessity of covering the topic of sustainable management of natural resources in educational programmes. The study results show that teachers in big cities often downplay this matter, which is a very worrying phenomenon. How we use and manage natural resources is to a large extent dependent on the inhabitants of large cities, on their daily choices, and on their lifestyles. Competence in systemic thinking (de Haan, 2007a, 2007b; 2010) should be candidates desiring to become teachers and teachers already employed in schools, which will enable them to cover the crucial issues for sustainable development effectively at every stage of education and within each subject. It seems that some teachers feel obliged to cover the issue of education for sustainable development, and thus also to incorporate key issues for sustainable development into their daily work. Therefore, one should ensure that teachers are able to see their unusual role in building a sustainable future through well-planned and effectively implemented holistic education from a broader perspective, covering not only fragmentary, abstract knowledge of a given subject, but enabling active action for sustainable development in the local and global dimension.
ski It should be remembered that e as emphasised by Szyman (2013), education is an important field of social life, it takes place in society and serves to achieve social goals and fulfil its needs. Education is also an activity aimed at meeting current social needs. Although it takes place at a specific time, it is directed towards the future (UNESCO, 2018c). All teachers must be aware that the implementation of Goal 7. Ensure access to affordable, reliable, sustainable and modern energy for all specified in Agenda (2030) depends primarily on well-planned and implemented education programmes for which teachers are responsible. Therefore, it is up to their knowledge, skills and attitudes to determine to what extent young people will be aware of the need to implement new, sustainable solutions in the management of natural resources and how they will respond to this crucial need for the future of the world. To a large extent, whether students will demonstrate awareness and knowledge about the needs of the modern world depends on the content of educational programmes. A sustainable future is possible through the education of succeeding generations. In this respect, the role of teachers is significant and indisputable. They should provide students with the knowledge and skills, mould attitudes, and thus support the acquisition and development of key competences for the sustainable future of the world. They can do this by including, in various ways, crucial issues for sustainable development in their teaching programme. The results of our research should be used by institutions which train teachers. Education programmes addressed to teachers should be designed in such a way to show the teachers their role in shaping the attitudes and competencies for sustainable development. Author contributions The paper was carried out with the following participation of
z, Iwona Ocetkiewicz and the authors: conceptualization, Anna Mro
z and Iwona OcetBarbara Tomaszewska; methodology, Anna Mro
z and kiewicz; software, Iwona Ocetkiewicz; validation, Anna Mro
z, and Barbara Barbara Tomaszewska, formal analysis, Anna Mro Tomaszewska; investigation, Iwona Ocetkiewicz; resources, Anna
z, Iwona Ocetkiewicz and Barbara Tomaszewska; data curation, Mro
z and Iwona Ocetkiewicz; writingdoriginal draft Anna Mro


z, Iwona Ocetkiewicz and Barbara Tompreparation, Anna Mro
z, Iwona Ocetaszewska; writingdreview and editing, Anna Mro
z. kiewicz and Barbara Tomaszewska; visualization, Anna Mro Declaration of competing interest The authors declare no conflict of interest. Acknowledgement The work was prepared under the statutory research grant no. BS-440/P/2016 of the Pedagogical University of Krakow and partly under the statutory research grant no. 11.11.140.031 of AGH-UST. References Ackigoz, C., 2011. Renewable energy education in Turkey. Renew. Energy 36, 608e611. Agenda 2030, 2015. Agenda for sustainable development, transforming our world: the 2030 Agenda for sustainable development. Resolution adopted by the General Assembly on 25 September 2015. Available at: http://www.un.org/ga/ search/view_doc.asp?symbol¼A/RES/70/1&Lang¼E. December, 2018. Agenda 21, 1992. United Nations conference on environment & development Rio de Janerio, Brazil, 3 to 14 June. Available at: https://sustainabledevelopment.un. org/content/documents/Agenda21.pdf. December, 2018. Babbie, E., 2013. The Practice of Social Research. Wadsworth Publishing, Belmont. ISBN-13: 978-1305104945, ISBN-10: 1305104943. Barth, M., Godemann, J., Rieckmann, M., Stoltenberg, U., 2007. Developing key competencies for sustainable development in higher education. Int. J. Sustain. High. Educ. 8 (4). Bentham, H., Sinnes, A., Gjøtterud, S., 2015. A teacher education for sustainable development system: an institutional responsibility. Int. J. High. Educ. 4 (4), 158e177. Brito Bastos, R.M., 2017. The surprising success of the Finnish educational system in a global scenario of commodified education. Rev. Bras. Educ. 22 (70) https:// doi.org/10.1590/s1413-24782017227040. Buissink-Smith, N., Mann, S., Shephard, K., 2011. How do we measure affective learning in higher education? J. Educ. Sustain. Dev. 5 (1), 101e114. Capelo, A., Santos, M.C., Pedrosa, M.A., 2012. Education for sustainable development indicators, competences and science education. In: Gonçalves, F.J., Pereira, R., Filho, W.L. (Eds.), Contributions to the UN Decade of Education for Sustainable Development, pp. 95e119. Frankfurt am Main. Celikler, D., 2013. Awareness about renewable energy of pre-service science teachers in Turkey. Renew. Energy 60, 343e348. Celikler, D., Aksan, Z., 2015. The opinions of secondary school students in Turkey regarding renewable energy. Renew. Energy 75, 649e653. Christensen, B., Johnson, L., 2011. Educational Research: Quantitative, Qualitative, and Mixed Approaches, fourth ed. SAGE Publications, Thousand Oaks. deHaan, G., 2007a. Guide: Education for Sustainable Development at Secondary Level. Justifications, Competences, Learning Opportunities. Compiled by the Transfer-21 Programme’s ‘Quality and Competences’ Working Group (Berlin). deHaan, G., 2007b. The BLK 21’ programme in Germany: a “Gestaltungskompetenz”-based model for education for sustainable development. Environ. Educ. Res. 12 (1), 19e32. deHaan, D., 2010. The development of ESD-related competencies in supportive institutional frameworks. Int. Rev. Educ. 56 (2e3), 315e328. Diemont, S.A.W., Lawrence, T.J., Endreny, T.A., 2010. Envisioning ecological engineering education: an international survey of the education and professional community. Ecol. Eng. 369, 570e578. Duran, J., Golusin, M., Ivanovic, O.M., Jovanovic, L., Andrejevic, A., 2013. Renewable energy and socio-economic development in the European union. ProblemyEkorozwoju/Probl. Sustain. Dev. 8 (1), 106e110. Eco-Schools, 2018. Available at: http://www.ecoschools.global/our-history/. December, 2018. Elias, D., 2006. UNESCO’s approach to implementing the decade of education for sustainable development (DESD) in Asia and the Pacific. Aust. J. Environ. Educ. 22, 273e275. ESD, 2012. Education for Sustainable Development. Learning & Training Tools N 4 e 2012, Sourcebook. Paris 2012. Euronet 50/50, 2018. Available at: http://www.euronet50-50max.eu/en/. December, 2018. EUROSTAT, 2016. Dane statystyczne z portalu Eurostat. http://appsso.eurostat.ec. europa.eu/nui/submitViewTableAction.doc. EURYDICE, 2014. The System of Education in Poland. EURYDICE, Warsaw, 2014 (in Polish). EURYDICE, 2018. The System of Education in Poland. EURYDICE, Warsaw, 2018 (in English). FDEE, 2018. Fundacja dla edukacji ekologicznej. Available at: http://fdee.org/ aktualnosci/. December, 2018. FEE, 2018. Foundation for environmental education. Available at: http://www.fee.


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z, A et al., What should be included in education programmes e The socio-education analysis for sustainable Please cite this article as: Mro management of natural resources, Journal of Cleaner Production, https://doi.org/10.1016/j.jclepro.2019.119556