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Creator:	Lješnjak, Snežana
Title:	Implementation of the Education for Sustainable Development in Elementary and High Schools in Montenegro
Copyright date:	2024
Trajni link:	https://phaidra.ucg.ac.me/detail_object/o:1886?tab=0#mda
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Select license:	Autorstvo-Nekomercijalno-Bez prerade 3.0 Srbija (CC BY-NC-ND 3.0)

Academic metadata

Theses Type:	Phd. theses
Academic Expertise :	Interdisciplinarne i ostale studije
Academic Title:	doktor demografije
University:	Univerzitet Crne Gore
Faculty:	Institut za interdisciplinarne i multidisciplinarne studije
Group:	Studijski program Održivi razvoj

Other Theses Metadata

Title translated:	Implementacija obrazovanja za odrzivi razvoj u osnovnim i srednji skolama u Crnoj Gori
Format:	PDF/A (pages)
Abstract:	A sustainable future can be considered one of humanity's most important goals, and education is recognized as one of the components that will be needed to realize this goal. It plays a key role in shaping the consciousness and habits of young generations who will be the bearers of important decisions in the future, and teachers' role in forming their personalities is essential. In Montenegro, since 2014, the Cross-curricular Program of Education for Sustainable Development (ESD) program has been implemented in elementary schools, and since 2015 in high schools. Within this dissertation, during the 2022/23 school year, three studies were conducted, which can be methodologically described as non experimental educational research using questionnaires as an instrument for collecting data from three populations of respondents. To answer research questions about the implementation of ESD program in elementary and high schools in Montenegro, the selected samples were teachers of elementary and high schools in Montenegro (N = 1065), students of the first grade of high school in all high schools in Montenegro (N = 705), and students in the first year of studies at faculties in Montenegro (N = 513). The first study's results showed that 41.6% of teachers were familiar with the ESD program, but only half included it in their teaching practice. The highest level of familiarity is among teachers in elementary schools and the lowest is among teachers of high vocational schools. Monologue and dialogue have proven to be dominant while teaching methods that allow students direct contact with nature are used very rarely or never. The main obstacles to the (non)inclusion of ESD are listed as lack of adequate literature, need for quality training, lack of a competent institution to control implementation, inadequate salaries of teachers, and lack of teaching aids. The results of the second study showed that first-grade high school students did not show a clear positive attitude towards items that reflect a sustainable way of thinking and acting. This is indicated by a median of 4 (on a scale of 1-7 between bipolar adjectives) for all offered items. Five out of eight topics from the ESD program are implemented in several subjects in the range of 28-41% of respondents. The goal of implementing all eight cross curricular themes of the ESD program in multiple subjects has not been achieved. Only three topics (Health Education, Human Rights, and Environmental Protection) reached the level of around 40%. At the end of the range and close to 10% are Biodiversity and Green Economy. The highest familiarity is about three-quarters of the respondents for the topics of Environmental Protection and Biodiversity. They are the least familiar with the topics of Entrepreneurial learning and the Green Economy, which about two-fifths of respondents are hearing about for the first time. Sustainable development, sustainable agriculture, the European Union, and the "green economy" are topics that almost a third of students have never encountered. The conventional teaching method (the teacher teaching the lesson while the students passively listen) was very often used by 78.4% of respondents during elementary school education. The third study shows that first-year students expressed a rather positive attitude towards items that reflect a sustainable way of thinking and acting (medians of 2-4 on a scale of 1-7 between bipolar adjectives). There is no statistically significant difference between the groups of high school students who completed gymnasium and those from high vocational schools, and all rrb values are negligible. The goal of cross-curricular implementation of all eight topics from the ESD program was not achieved. Only three topics (Health Education, Human Rights, and Environmental Protection) reach the level of around 30%. The lowest range of cross-curricular implementation (around 7%) was reported for Biodiversity and Green Economy. The highest level of familiarity during high school (about three-fifths) is with the topic of Environmental Protection, while the lowest amount is a sixth for the Green Economy and a fifth for Entrepreneurial Learning. For teaching content within the eight cross-curricular topics, in almost all items the highest frequency values are precisely those that show that students have never encountered them during their high school education. The range of these frequencies goes from about a fifth (Industry as a source of environmental pollution; Significance, composition, and sources of air pollution), up to half (Biological hazards; "Green" traffic) and two-thirds of respondents (Ecoremediation). Comparing respondents from different high schools, there are no statistically significant differences. Regarding the frequency of teaching methods used in the inclusion of ESD content in high schools, the most prevalent method is the teacher delivering a lesson while students listen (70%). There is a statistically significant difference between the groups only in the categories 'teacher delivers a lesson, students listen' and 'ecological sections.' Both of these methods were used more frequently with students who completed gymnasium. The conclusions from all three studies are that the ESD program is not widely implemented, despite its mandatory nature. This highlights the imperative need for comprehensive training of teachers of all subjects to ensure expertise in implementation. In addition, it is crucial to address the preconditions for smooth implementation, including the provision of teaching aids, teacher motivation, implementation control, and appropriate literature, forming smaller classes (with an average of 20 students), and adopting the teaching practices of Scandinavian educational systems and integrating them into Montenegro's educational framework. These measures would establish a strong foundation for the successful implementation of ESD and encourage greater awareness among students about the vital role that sustainable development plays for humanity.
Abstract:	Odrziva buducnost se moze smatrati jednim od najvaznijih ciljeva covjecanstva, a obrazovanje je prepoznato kao jedna od komponenti za njeno ostvarenje. Ono igra kljucnu ulogu u oblikovanju svijesti i navika mladih generacija koji ce biti nosioci vaznih odluka u buducnosti, a uloga nastavnika u procesu formiranja njihovih licnosti je od sustinskog znacaja. U Crnoj Gori se od 2014. godine u osnovnim skolama implementira Medupredmetni program Obrazovanje za odrzivi razvoj (OOR), a od 2015. godine u srednjim skolama. U okviru ove disertacije, tokom skolske 2022/23. godine, sprovedena su tri istrazivanja koja se metodoloski mogu opisati kao neeksperimentalno pedagosko istrazivanje s upotrebom upitnika kao instrumenta za prikupljanje podataka iz tri populacije ispitanika. Da bi se odgovorilo na naucna pitanja o implementaciji Obrazovanja za odrzivi razvoj u osnovnim i srednjim skolama u Crnoj Gori odabrani uzorci su bili nastavnici osnovnih i srednjih skola u Crnoj Gori (N = 1065), ucenici prvog razreda srednje skole u svim srednjim skolama u Crnoj Gori) (N = 705) i studenti prve godine studija na fakultetima u Crnoj Gori (N = 513). Rezultati prve studije pokazali su da je 41,6% nastavnika upoznato sa OOR programom, ali ga je samo polovina ukljucila u svoju nastavnu praksu. Najvisi nivo upoznatosti je medu nastavnicima u osnovnim skolama, a najmanji medu nastavnicima srednjih strucnih skola. Monolog i dijalog se pokazuju kao dominantne, a nastavne metode koje ucenicima omogucavaju direktan kontakt sa prirodom koriste se veoma rijetko ili nikada. Kao glavne prepreke (ne)ukljucivanju OOR-a navodi se: nedostatak adekvatne literature, potreba za kvalitetnom obukom, nepostojanje nadlezne institucije za kontrolu implementacije, neadekvatne zarade nastavnika i nedostatak nastavnih sredstava. Rezultati druge studije su pokazali da ucenici prvog razreda srednje skole nisu ispoljili jasan pozitivan stav prema stavkama koje odrazavaju odrzivi nacin razmisljanja i djelovanja. Na to ukazuje medijana 4 (na skali od 1-7 izmedu bipolarnih pridjeva) za sve ponudene stavke. Pet od osam tema iz programa OOR se implementira u vise predmeta u rasponu od od 28-41% ispitanika Cilj da svih osam medupredmetnih tema OOR programa budu implementirane kroskulikularno, nije postignut. Samo tri teme (Zdravstveno obrazovanje, Ljudska prava i Zastite zivotne sredine) dostizu nivo od oko 40%. Na kraju opsega i blizu 10% su Biodiverzitet i Zelena ekonomija. Najveca upoznatost iznosi oko tri cetvrtine ispitanika za teme Zastita zivotne sredine i Biodiverzitet. Najmanje su upoznati sa temama Preduzetnicko ucenje i Zelenom ekonomijom, za koje oko dvije petine ispitanika prvi put cuje. Odrzivi razvoj, odrziva poljoprivreda, Evropska unija i „zelena ekonomija“ su sadrzaji sa kojim se skoro trecina ucenika nikada nije susrela. Konvencijalna nastavna metoda (nastavnik koji predaje lekciju dok ucenici pasivno slusaju), se veoma cesto koristila kod 78,4% ispitanika tokom osnovnoskolskog obrazovanja. Treca studija pokazuje da su studenti prve godine studija iskazali prilicno pozitivan stav prema stavkama koje odrazavaju odrzivi nacin razmisljanja i djelovanja (medijane od 2 4 na skali od 1-7 izmedu bipolarnih pridjeva). U tome nema statisticki znacajne razlike medu grupama srednjoskolaca koji su zavrsili gimnaziju i onih iz srednjih strucnih skola i sve rrb vrijednosti su zanemarljive. Cilj medupredmetne implementacije svih osma tema iz programa OOR nije postignut. Samo tri teme (Zdravstveno obrazovanje, Ljudska prava i Zastita zivotne sredine) dostizu nivo od oko 30%. Najmanji opseg medupredmetne implementacije (oko 7%) iskazan je za Biodiverzitet i Zelenu ekonomiju. Najveca upoznatost tokom srednje skole (oko tri petine) je za temu Zastite zivotne sredine, dok najmanj iznosi sestinu za Zelenu ekonomiju i petinu za Preduzetnicko ucenje. Za nastavne sadrzaje u okviru osam medupredmetnih tema, u gotovo svim stavkama su najvise vrijednosti frekvencije upravo one koje pokazuju da se studenti nikad nisu sa njima susreli tokom skolovanja u srednjoj skoli. Opseg tih frekvencije ide od oko petine (Industrija kao izvor zagadenja zivotne sredine; Znacaj, sastav i izvori zagadenja vazduha), pa sve do polovine (Bioloski hazardi; „Zeleni” saobracaj) i dvije trecine ispitanika (Ekoremedijacija). Komparacijom ispitanika koji poticu iz razlicitih srednjih skola, nema statisticki znacajne razlike. Sto se tice frekvencije nastavnih metoda u inkluziji sadrzaja 0 OOR u srednjim skolama, ubjedljivo najucestalija je da nastavnik predaje lekciju a ucenici slusaju (70%). Postoji statisticki znacajna razlika medu grupama samo u stavkama „nastavnik predaje lekciju, ucenici slusaju“ i „ekoloske sekcije“. I jedna i druga se cesce koristila kod ucenika koji su zavrsili gimnaziju. Zakljucci iz sva tri istrazivanja su da program OOR nije siroko implementiran, i pored njegove obaveznosti. To naglasava imperativnu potrebu za ponovnom sveobuhvatnom obukom nastavnika svih predmeta u osnovnim i srednjim skolama u Crnoj Gori. Pored toga, kljucno je pozabaviti se preduslovima za nesmetanu implementaciju: sprovesti kampanju o postojanju OOR, uciniti dostupnom literaturu za implementaciju za svaki predmet, obezbijediti nastavna sredstva za intraktivne nastavne metode i vannastavne aktivnosti, uvesti kabinetsku nastavu u svim osnovnim i srednjim skolama, formirati manja odjeljenja (u prosjeku sa 20 ucenika), usvojiti nastavne prakse obrazovnih sistema skandinavskih zemalja 1 integrisati ih u crnogorski obrazovni okvir, poboljsati materijalni status prosvjetnih radnika u cilju povecanja motivacije za vecim zalaganjem u nastavi i oformiti tim u okviru Zavoda za skolstvo koji bi kontrolisao implementaciju. Takve mjere bi postavile cvrste temelje za uspjesnu implementaciju OOR-a, istovremeno podsticuci dublju svijest medu ucenicima o presudnoj vaznosti odrzivog razvoja za buducnost covjecanstva.
Authors Key words:	education for sustainable development; elementary school teachers; high school teachers; first-grade high school students; first-year faculty students; elementary school; gymnasium; high vocational schools; goals of sustainable development
Authors Key words:	obrazovanje za odrzivi razvoj; nastavnici osnovnih skola; nastavnici srednjih skola; ucenici prvog razreda srednje skole; studenti prve godine fakulteta; osnovna skola; gimnazija; srednje strucne skole; ciljevi odrzivog razvoja
Language:	English

Abstract:

A sustainable future can be considered one of humanity's most important goals, and education is recognized as one of the components that will be needed to realize this goal. It plays a key role in shaping the consciousness and habits of young generations who will be the bearers of important decisions in the future, and teachers' role in forming their personalities is essential. In Montenegro, since 2014, the Cross-curricular Program of Education for Sustainable Development (ESD) program has been implemented in elementary schools, and since 2015 in high schools. Within this dissertation, during the 2022/23 school year, three studies were conducted, which can be methodologically described as non experimental educational research using questionnaires as an instrument for collecting data from three populations of respondents. To answer research questions about the implementation of ESD program in elementary and high schools in Montenegro, the selected samples were teachers of elementary and high schools in Montenegro (N = 1065), students of the first grade of high school in all high schools in Montenegro (N = 705), and students in the first year of studies at faculties in Montenegro (N = 513). The first study's results showed that 41.6% of teachers were familiar with the ESD program, but only half included it in their teaching practice. The highest level of familiarity is among teachers in elementary schools and the lowest is among teachers of high vocational schools. Monologue and dialogue have proven to be dominant while teaching methods that allow students direct contact with nature are used very rarely or never. The main obstacles to the (non)inclusion of ESD are listed as lack of adequate literature, need for quality training, lack of a competent institution to control implementation, inadequate salaries of teachers, and lack of teaching aids. The results of the second study showed that first-grade high school students did not show a clear positive attitude towards items that reflect a sustainable way of thinking and acting. This is indicated by a median of 4 (on a scale of 1-7 between bipolar adjectives) for all offered items. Five out of eight topics from the ESD program are implemented in several subjects in the range of 28-41% of respondents. The goal of implementing all eight cross curricular themes of the ESD program in multiple subjects has not been achieved. Only three topics (Health Education, Human Rights, and Environmental Protection) reached the level of around 40%. At the end of the range and close to 10% are Biodiversity and Green Economy. The highest familiarity is about three-quarters of the respondents for the topics of Environmental Protection and Biodiversity. They are the least familiar with the topics of Entrepreneurial learning and the Green Economy, which about two-fifths of respondents are hearing about for the first time. Sustainable development, sustainable agriculture, the European Union, and the "green economy" are topics that almost a third of students have never encountered. The conventional teaching method (the teacher teaching the lesson while the students passively listen) was very often used by 78.4% of respondents during elementary school education. The third study shows that first-year students expressed a rather positive attitude towards items that reflect a sustainable way of thinking and acting (medians of 2-4 on a scale of 1-7 between bipolar adjectives). There is no statistically significant difference between the groups of high school students who completed gymnasium and those from high vocational schools, and all rrb values are negligible. The goal of cross-curricular implementation of all eight topics from the ESD program was not achieved. Only three topics (Health Education, Human Rights, and Environmental Protection) reach the level of around 30%. The lowest range of cross-curricular implementation (around 7%) was reported for Biodiversity and Green Economy. The highest level of familiarity during high school (about three-fifths) is with the topic of Environmental Protection, while the lowest amount is a sixth for the Green Economy and a fifth for Entrepreneurial Learning. For teaching content within the eight cross-curricular topics, in almost all items the highest frequency values are precisely those that show that students have never encountered them during their high school education. The range of these frequencies goes from about a fifth (Industry as a source of environmental pollution; Significance, composition, and sources of air pollution), up to half (Biological hazards; "Green" traffic) and two-thirds of respondents (Ecoremediation). Comparing respondents from different high schools, there are no statistically significant differences. Regarding the frequency of teaching methods used in the inclusion of ESD content in high schools, the most prevalent method is the teacher delivering a lesson while students listen (70%). There is a statistically significant difference between the groups only in the categories 'teacher delivers a lesson, students listen' and 'ecological sections.' Both of these methods were used more frequently with students who completed gymnasium. The conclusions from all three studies are that the ESD program is not widely implemented, despite its mandatory nature. This highlights the imperative need for comprehensive training of teachers of all subjects to ensure expertise in implementation. In addition, it is crucial to address the preconditions for smooth implementation, including the provision of teaching aids, teacher motivation, implementation control, and appropriate literature, forming smaller classes (with an average of 20 students), and adopting the teaching practices of Scandinavian educational systems and integrating them into Montenegro's educational framework. These measures would establish a strong foundation for the successful implementation of ESD and encourage greater awareness among students about the vital role that sustainable development plays for humanity.