Education Sustainable Development Content About System Thinking, Normative Competency, Problem Solving Competency: A Curriculum Analysis

Abstract

Sustainable development is crucial to the prosperity of a well-organized society. In order to ascertain the state of education sustainable development (ESD) at all three elementary levels in Punjab, Pakistan, this qualitative study was conducted. This study described the level of ESD in two areas: social studies textbooks and curricula. To accomplish the goals, a convergent design were utilized. Data was gathered through content analysis. The study's sample included elementary-level social studies texts and curricula. It has been shown that textbooks and curricula do not use the terms "sustainable" or "sustainable development." The curriculum's content analysis revealed that the elementary level's curriculum needs to be improved. The absence of sustainable development competencies and the lack of sophisticated terminology in the curriculum regarding SD were the main issues identified in the social studies textbooks and curricula of elementary level grades 6th, 7th, and 8. This study also revealed the urgent necessity for developing a curriculum that covered the finest ideas and methods for sustainability and its growth. Additionally, this report advised the Punjab government to either create an ESD social studies curriculum in line with industrialized nations' best practices or adopt international curricula's structure. The study's conclusions might be included into the revision of the primary social studies curricula. The data may be used by textbook authors to create books that emphasize ESD competencies and content. The study's findings may be used by policymakers to establish plans for implementing education for sustainable development. The results may be used by future academics to organize additional studies in the field of (ESD).