Perceptions of Bachelor of Education Trainees on Education for Sustainable Development in Kenya: A Case of University of Nairobi

Abstract

Education for sustainable development is seen as a process of equipping learners with the right understanding and knowledge, skills and abilities required to work and survive in a way that safeguards the environment and the socioeconomic wellbeing, both in the present and future generation. To this extent, the study aimed to analyze perceptions of bachelor of education trainees on education for sustainable development in line with; Curriculum and sustainable development; Lecture delivery practices and sustainable development; Campus operations and facilities for sustainable development, and Community outreach/ services and sustainable development. Descriptive survey design was employed for study. The study was conducted at the University of Nairobi, Kenya targeting fourth year Students in the Science Pre –service teacher education programme. One hundred and eighty-three (183) trainees participated in the study. Data was obtained using a questionnaire. Quantitative was analyzed by use descriptive statistics while qualitative data was thematically analyzed based on specific objectives. Despite focus on elements of sustainable development in the curriculum, there was limited allowance for individual research project, entrepreneurship practices, field study visits, and limited trainee preparation to teach in a multicultural setting. There was commendable incorporation of case studies in the programme, significant peer support and mutual features and incorporation of global dimension of sustainable development in the curriculum. Lecture delivery practices focused on specific content but failed to encourage thinking and reasoning processes. The major perceived institutional obstacles to achievement of education for sustainable development were: limited hands on activities, inadequate learning support materials for both academic and research activities, limited link with the community to make learning more practical and limited allowance for student-initiated projects. The study concluded that there is need to review teacher programme to align with holistic perspectives of sustainability which consider the wellbeing of social, ecological and economic sub systems.