| dc.description.abstract | This study shows how a qualitative case study approach can be used to explore current practice regarding the incorporation of sustainable development (SD) into the Social Studies and Citizenship Education (SSCE) curriculum in the Saudi 10th grade. In addition, it seeks to understand and gain experience of how building a community of practice and using Problem-Centred Design can promote the incorporation of SD into the SSCE curriculum in the Saudi 10th grade as well as to identify the factors that foster or hinder this aim. The study is divided into two phases in order to achieve its objectives. Data was gathered using the nominal group technique (NGT), semi-structured interviews, a research diary, teacher field notes and photography. One of the key findings of Phase 1, which gathered data on teachers’ and students’ perceptions of sustainable development and how it might be incorporated into the Saudi curriculum, is that current educational policy does not support explicitly, actively or comprehensively Education for Sustainable Development (ESD), whether in terms of circulars that are issued by the Ministry of Education, insufficient CPD programmes and the top-down approach of leadership. It is hardly surprising, therefore, that teachers’ and students’ understandings of sustainability were limited. Nevertheless, students were positive about having SD incorporated into the (SSCE) curriculum. Teachers, however, although positive about developing themselves within their setting in a collaborative manner, lacked the knowledge of how to do this professionally, as well as of how to gain support from senior managers and local educational administrators. One of the key findings of Phase 2 was that building a community of practice and using Problem-Centred Design for incorporating SD into the SSCE curriculum in the Saudi 10th grade through implementing cutting-edge knowledge in terms of integrating SD through developing systems thinking and interpersonal competences was challenging. Although the roles of teachers within the emergent community of practice in both cases had the potential to develop these competencies among students, both internal and external factors were only taken into consideration in Case M. It can be claimed that this study contributes to the body of knowledge through providing several insights that can be valuable for ESD, as well as proposing an emergent community of practice model for integrating SD into the curriculum. Finally, this study can inspire educational actors in the field of ESD to benefit from this study through rethinking the roles of both teachers and students and providing spaces for them to use all their potential abilities and competencies in order to contribute to SD. Several areas of research are recommended for further investigations in the field of ESD. | en_GB |
