Interdisciplinary Inquiry-Based Teaching and Learning of Sustainability in Saudi Arabia

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  • Author(s): Alghamdi, Amani K. Hamdan; El-Hassan, Wai Si
  • Language:
    English
  • Source:
    Journal of Teacher Education for Sustainability. Dec 2020 22(2):121-139.
  • Publication Date:
    2020
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Sciendo, a company of De Gruyter Poland. 32 Zuga Street, 01-811 Warsaw, Poland. Tel: +48-22-701-5015; e-mail: [email protected]; Web site: https://www.sciendo.com
    • Peer Reviewed:
      Y
    • Source:
      19
    • Education Level:
      Higher Education
      Postsecondary Education
    • Subject Terms:
      Interdisciplinary Approach; Active Learning; Inquiry; Environmental Education; Sustainable Development; Climate; Natural Disasters; World Problems; Social Responsibility; Knowledge Level; Student Attitudes; College Students; Preservice Teacher Education; Young Adults; Public Colleges; Females; Energy; Economics; Pollution; COVID-19; Pandemics; Foreign Countries; Islam
    • Subject Terms:
      Saudi Arabia
    • Accession Number:
      10.2478/jtes-2020-0020
    • ISSN:
      1691-4147
    • Abstract:
      Saudi Arabian citizens, including university students, are in an interesting and precarious situation -- they care for sustainability, but their economy thrives because of oil production. This study used an author-developed instrument to briefly explore 135 Saudi university students' (nine disciplines) knowledge, awareness, evaluation and convictions of how to facilitate the nation to achieve sustainable development goals (SDGs) per "Vision 2030" despite living in an oil-based economy. Within this context, the paper then reports 31 female Saudi pre-service teachers' (also university students) experience with and reaction to using inquiry-based learning (IBL) to teach sustainability. Their feedback as emergent educators is invaluable for Saudi initiatives concerned with Education for Sustainability (EfS). Study participants were from Saudi's Eastern Province (convenience and snowball sampling) with data collected in fall 2019. Recommendations include integrating IBL into teacher education, supporting IBL with Saudi cultural and religious practices, and communicating anthropogenic impact to Saudi citizens.
    • Abstract:
      As Provided
    • Publication Date:
      2021
    • Accession Number:
      EJ1290196