SCIENCE TEACHERS’ AWARENESS AND INTEGRATION OF SUSTAINABLE DEVELOPMENT GOALS IN CLASSROOM INSTRUCTION
Abstract
The study was carried out to examine science teachers’ awareness and integration
of sustainable development goals in classroom instruction. Four research
questions and two hypotheses were formulated to guide the study. The design for
the study was a descriptive survey design. The population of this study comprised
of Science Teachers in all public secondary school in Essien Udim Local
Government Area, Akwa Ibom State. The sample for this study was 99 science
teachers selected using simple random sampling technique. The researcher
developed instrument entitled ―Science Teachers Awareness and Integration of
SDGs Questionnaire (STAISDGsQ)‖ was used for data collection. The instrument
was subjected to face and content validity by Science Education A reliability
coefficient of .85 was obtained for the instrument using Cronbach Alpha formula.
Mean and standard deviation were used to answer the research questions while
independent t-test was used to test the null hypotheses at .05 level of significance.
The results showed that there is high level of science teachers’ awareness of
Sustainable Development Goals. The results also showed that there is high level
of science teachers’ integration of sustainable development goals in the
classroom. The results further showed that there is no significant difference in the
level of male and female science teachers’ awareness and integration of
Sustainable Development Goals. Based on the findings of the study, it was
concluded that there is high level of science teachers’ awareness and integration
of sustainable development goals in classroom instruction. It was recommended
among others that, teachers with high integration experience should be
encouraged to mentor their colleagues in other departments (like Social Studies or
Language Arts) to promote interdisciplinary SDG education.
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