Analysis of the knowledge and implementation of the Sustainable Development Goals among secondary education teachers
DOI:
https://doi.org/10.47553/rifop.v100iNE.102664Abstract
This study aims to contribute to the academic debate and provide valuable information that can be used to design more effective educational strategies in relation to Education for Sustainable Development (ESD) and Secondary Education teachers. Thus, the aim of this work is to perform a quantitative analysis by administering a validated questionnaire about the level of knowledge and educational interest of active Secondary Education teachers about the 2030 Agenda, the Sustainable Development Goals (SDGs) and their implementation following the pedagogical principles established by the LOMLOE. We also studied the influence of the specialty, years of experience, age range and nature of the center in which the teacher works on this level of knowledge and interest, using the Mann-Whitney U statistical test. A survey previously validated, in which 65 secondary school teachers participated during the 2022/2023 school year was used as a data collection tool. The data were analyzed with SPPS software. The results reveal gaps in the level of knowledge of the SDGs and the 2030 Agenda and its implementation. The greatest differences were observed according to the specialty of the teachers, although experience and age are also determining factors.
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