Geography teachers’ preparedness for ESD integration: Insights from Gauteng, South Africa

Abstract

This study examined the preparedness of grade 10 to 12 Geography teachers at selected schools in Gauteng, South Africa, to integrate Education for Sustainable Development (ESD) into the Geography curriculum. Data were collected by questionnaires with 120 Further Education and Training Geography teachers in Gauteng Province, South Africa. Results show that only 38% of respondents had ESD training, influencing their content knowledge and integration of ESD into the curriculum. However, respondents with a high level of knowledge of the Sustainable Development Goals (SDGs) and ESD concepts like climate change, renewable energy and the just energy transition were more likely to integrate ESD (r=0.444, p=0.001). University courses were identified as common sources of content knowledge for in-service teachers. Barriers to ESD integration include limited resources, time constraints, large class sizes, the abstract nature of the SDGs, and competing curriculum demands. Further Education and Training research projects were identified as a valuable entry-point for ESD. The study recommends ESD-training, expert guest teachers, embedding ESD within annual teaching plans, and adequate resources.