A multi-cognitive approach to empowering secondary school teachers' self-efficacy and practices related to education for sustainable development
subject: Classroom practices; Education for sustainable development; Multi-cognitive approach; Quasi-experimental; Secondary school teachers; Self-efficacy
description: Purpose Education for Sustainable Development (ESD) is vital for addressing global sustainability goals. However, integration in Indian schools faces challenges, particularly due to gaps in teacher preparedness. This study aimed to evaluate the effectiveness of a multi-cognitive approach (MCA) in empowering secondary school teachers' self-efficacy and ESD integration. Design/methodology/approach A quasi-experimental, one-group pretestposttest design was employed with 50 secondary school teachers from marginalized communities in Kerala, India. Participants with over 6years of experience but no prior ESD training underwent a 3-month MCA-based transformative learning program. The intervention addressed content, perspectives, processes and design. Teacher self-efficacy and ESD practices were measured pre- and immediately post-intervention, and three months later, using structured questionnaires. Findings Teachers' self-efficacy significantly improved post-intervention (52.707.61) and was sustained at three months (56.604.59), compared to baseline (49.069.69) (p<0.001). ESD-related practices also improved post-intervention (47.487.16), with further gains at three months (51.863.96), compared to pre-intervention (41.905.91). Research limitations/implications These results support incorporating the MCA into teacher training and professional development programs to foster sustainable education practices. The approach aligns with SDG 4.7 and can guide policy reforms in integrating ESD into mainstream education. Practical implications The study also presents a professional development model for schools, particularly beneficial in resource-constrained contexts, that enables teachers to embed sustainability in their practices. Furthermore, it offers policy guidance for embedding MCA-informed ESD into teacher education and national curricula, supporting Sustainable Development Goal 4.7 and NEP 2020 vision, promoting systemic education reform in sustainability. Social implication…
creator: Varghese, Sijo; Mathew, P.M.
source: Asian Education and Development Studies;pp.1-20
publisher: Emerald Publishing
date: 01-01-2026
rights: Restricted Access; Hardcopy may be available in the library
relation: ISSN: 20463162;
format: online
language: English
type: Article
coverage: Varghese S., Department of Social Work, CHRIST (Deemed to be University), Bangalore, India; Mathew P.M., Department of Social Work, CHRIST (Deemed to be University), Bangalore, India