Reorienting Social Science Curriculum for Sustainable Development and Studying its Effectiveness

Abstract

Now the whole world is facing global challenges like global warming, climate change, biodiversity loss, pollution, drought, water scarcity and resource depletion due to unsustainable pattern of development. The root cause for such type of unsustainable development are we human being and our consumeristic behaviour. So, there is a great need to change in skills, attitudes and values for a sustainable way of life to overcome these challenges. Education can do it, so Education for Sustainable Development (ESD) is needed which focus on quality basic education, reorientation of education, awareness and training for Sustainable Development. The present study is an attempt to reorient Social Science Curriculum for Sustainable Development. newlineIndicators of Sustainable Development with reference to Social Science Curriculum were identified using content analysis and idea engineering. Indicators covers all three spheres (domains) Environmental, Social and Economic of Sustainable Development. Using these indicators gaps were identified with reference to Sustainable Development in Social Science Curriculum through content analysis and experts opinion. Reorientation of Social Science Curriculum was done to fulfil these gaps and modules were developed to check the effectiveness of reoriented curriculum. Modules were tried out on sixty-seven students using Single group (Controlled phase-Experimental phase, pre-post-tests) experimental design. Thus, the present study followed a Mixed Methods Research Approach and employed a fully integrated mixed design . newlineThe data was collected through different tools: (i) Knowledge, Critical Thinking, Problem-Solving Competency Test on Sustainable Development (KCPCTSD), (ii) System Thinking, Anticipatory, Normative Competency Test on Sustainable Development (SANCTSD), (iii) Rubrics, (iv) Observation Schedule and (v) Interview. Quantitative data was analysed using t-test. Percentage analysis and typological analysis were used for qualitative data analysis. Results of both Qualitative and Quantitative data analysis show positive effect of modules on the Sustainability Competencies development of students. Thus, these modules helped in the development of the knowledge, critical thinking, problem-solving, system thinking, anticipatory, normative, strategic and collaboration competencies of students. newline newline