Sorotan literatur bersistematik terhadap kompetensi guru menerapkan konsep pendidikan untuk pembangunan lestari dalam pengajaran (A systematic literature review on teachers’ competencies in integrating the education for sustainable development concept in teaching)
Abstract
Pendidikan untuk Pembangunan Lestari (ESD) merupakan satu konsep pendidikan yang bertujuan untuk menyediakan warganegara global yang berkeupayaan mencipta masa depan dunia yang lestari. Guru yang mahir dan kompeten menjadi salah satu faktor kejayaan kritikal penerapan konsep ESD dalam pengajaran di sekolah. Bagaimanapun, kajian sorotan literatur bersistematik (SLR) berkaitan kompetensi guru menerapkan konsep ESD dalam pengajaran di sekolah masih kurang dijalankan. Oleh itu kajian ini dijalankan bertujuan untuk menganalisis kompetensi ESD yang diperlukan guru bagi membolehkan mereka menerapkan konsep ESD dalam pengajaran dengan berkesan. Kajian dijalankan menggunakan metodologi SLR berdasarkan protokol kajian ROSES (RepOrting standards for Systematic Evidence Syntheses). Artikel-artikel yang dikaji dipilih daripada dua pangkalan data utama iaitu Web of Sciences dan Scopus serta satu pangkalan data sokongan iaitu Google Scholar. Berdasarkan analisis tematik yang dijalankan terhadap kesemua artikel yang terpilih pengkaji telah mengklusterkan dapatan kajian kepada tiga tema kompetensi ESD utama yang diperlukan oleh guru untuk menerapkan konsep ESD dalam pengajaran iaitu kompetensi profesional keguruan ESD, kompetensi intrapersonal ESD guru dan kompetensi kelestarian ESD spesifik. Dapatan kajian ini mempunyai beberapa sumbangan yang signifikan terhadap korpus ilmu dan juga praktis. Antaranya ialah dapatan kajian ini dapat digunakan untuk merangka strategi peningkatan kompetensi ESD guru-guru di Malaysia dan dapat membuka ruang kepada perbahasan lanjut tentang bagaimana kompetensi ESD guru-guru di Malaysia boleh ditingkatkan.
Kata kunci: Sorotan literatur bersistematik, pendidikan untuk pembangunan lestari, ESD, kompetensi profesional keguruan, kompetensi intrapersonal ESD, kompetensi spesifik ESD
Education for Sustainable Development (ESD) is an educational concept which is formulated to empower the global citizen in creating a sustainable future. Competent and skillfull teachers is one of the critical success factors which enable the integration of ESD concept in formal teaching in school. However, there is limited systematic literature review (SLR) done related to the teachers’ ESD competencies. Hence, this systematic literature review is carried out to analyze the ESD competencies that teachers should have to enable them performing ESD teaching accordingly. This SLR is guided by ROSES (RepOrting standards for Systematic Evidence Syntheses) review protocol. All the articles reviewed were selected from two leading databases namely Web of Sciences and Scopus and supported by Google Scholar database. Based on the thematic analysis conducted, the findings of the review have been clustered into three main ESD competencies themes namely; teachers’ ESD-professional competencies, teachers’ ESD-intrapersonal competencies and teachers’ specific sustainability competencies. The findings of this study offered significant contribution to the body of knowledge and practice. The findings help in formulating the strategies to enhance the teachers ESD competencies and open doors for further discourses on how the ESD competencies of the teachers can be reinforced.
Keywords: Systematic literature review, education for sustainable development, ESD, teachers’ ESD-profesional competency, teachers’ ESD-intrapersonal competency, sustainability competency
Keywords
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DOI: http://dx.doi.org/10.17576/geo-2021-1704-06
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