As the world evolves in technology and rapid development, education remains the optimal mechanism to instill moral values and virtues amongst society, specifically in early education. This paper explores from Malaysian Education perspectives, particularly on teacher’s pedagogical approaches in embedding Education for Sustainable Development (ESD), the element comprises of environment, social, and economy as the keys for introducing ESD in primary school. The study focuses on teacher’s perception in the extent of teacher’s strategies; thus, their readiness to impart value-based education in Design and Technology (DNT) subject. Therefore, we conducted a phenomenological study to dive into teacher’s understanding as well as how they perceive ESD as added components in the subject through qualitative research, which deliberately illustrates the teacher’s experience in the classroom context. The informants are among six DNT panel teachers, selected according to their experience teaching DNT as a major subject. The study employed a range of secondary data obtained from semi-structured interviews, field notes, and teacher’s lesson plans. Through comparative analysis and triangulated data interpreted using Nvivo Software, the findings indicated that pedagogy readiness among teachers is essential to disseminate ESD elements. Hence, teachers are required to possess more on content knowledge, proficiency, and creativity in order to impart ESD effectively in their teaching approach.
Rabbiatul Natrah Rosman, University Putra Malaysia, Malaysia
Muhd Khaizer Omar, University Putra Malaysia, Malaysia
Arnida Abdullah, University Putra Malaysia, Malaysia
Mohd Amiruddin Ag. Damit, University Putra Malaysia, Malaysia