Achieving Sustainability Through Interdisciplinary Approach: An Analysis of Teacher Education Transformed Curriculum

Abstract

The concept of interdisciplinary approach is fast becoming a key instrument and more relevant in that it enables students to apply knowledge and skills across multiple disciplines in addressing sustainability challenges through multiple lenses. The fact that sustainability challenges frequently involve a variety of stakeholders and elements that have an impact on social, economic, and environmental issues, working within a group of people from varied backgrounds can be an effective means of problem solving. The study utilizes a desktop analysis of empirical studies to establish the contributions of interdisciplinary approach to sustainable development in teacher education. Findings revealed that interdisciplinary teaching is significant to both students and educators. It provides students with more opportunities for investigation and discovery as they are included in the learning process. In doing so, students improve their critical thinking abilities and acquire a more comprehensive understanding of the subjects. Additionally, it gives educators the chance to examine other philosophies and methods of instruction, which might result in learning that is more efficient. The findings further revealed that to collaborate effectively, experts and/or stakeholders from various backgrounds and disciplines need to pinpoint a particular problem and have a shared understanding of what is expected of them. Hence, an interdisciplinary approach enhances university students’ competencies in sustainability. The Namibian National Environmental Education and Education for Sustainable Development Policy stresses the need for capacity building in ESD in addressing complex sustainability challenges in an effort to achieve the United Nations Sustainable Development Goals (SDGs).



Author Information
Eveline O. Anyolo, University of Namibia, Namibia
Sakaria M. Iipinge, University of Namibia, Namibia
Anna N. Hako, University of Namibia, Namibia

Paper Information
Conference: ACEID2024
Stream: Interdisciplinary

This paper is part of the ACEID2024 Conference Proceedings (View)
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To cite this article:
Anyolo E., Iipinge S., & Hako A. (2024) Achieving Sustainability Through Interdisciplinary Approach: An Analysis of Teacher Education Transformed Curriculum ISSN: 2189-101X – The Asian Conference on Education & International Development 2024 Official Conference Proceedings https://doi.org/10.22492/issn.2189-101X.2024.33
To link to this article: https://doi.org/10.22492/issn.2189-101X.2024.33


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Posted by James Alexander Gordon