How to Change University Faculty Members' Attitudes and Behavior in the Context of Education for Sustainable Development

Abstract

It is commonly assumed that attitudes and behaviors need to be modified to secure a sustainable future. This article examines insights from the social sciences in this extensive field. It first evaluates college faculty attitudes and classroom practices with respect to education for sustainable development (ESD) using a survey designed for that purpose. Results of the study indicate that college faculty exhibited a moderate level of attitudes toward ESD. Although they showed a strong preference for pedagogical approaches that were contrary to the basic tenets of indoctrination, they used teaching practices that hinged on indoctrination. That mismatch between faculty attitudes and behavior was carefully highlighted and discussed by taking account of the personal, physical, social, and institutional contexts that shape and constrain their choices. The study suggested following several safeguards practices against indoctrination when adopting a committed approach to ESD, offering special training courses for college faculty to enhance their pedagogical knowledge, and building learning communities between college faculty to advance their awareness, attitudes, and pedagogical knowledge that relates to ESD.

Notes

∗∗Correlation is significant at the .01 level (2-tailed).