Article Gold Open Access 2025

Quality Education for Sustainable Development: Evolving Pedagogies to Maintain a Balance Between Knowledge, Skills, and Values-Case Study of Saudi Universities

MF
MuhammedZein, Fatima Abdelrahman
 AS
Abdullateef, Shifan Thaha
Sustainability (Switzerland)
Journal · Vol. 17 · Issue 2 · Art. 635
Abstract

Ozone depletion, global warming, soil degradation, etc., could be, to a great extent, instrumental in making our Earth an unsafe place. Therefore, to prevent further damage, Article 6 of the United Nations Framework Convention on Climate Change (UNFCCC) emphasizes spreading awareness among the members of the planetary community to protect the planet. The study aims to identify teaching pedagogies that can effectively develop awareness and responsibility among university youth for a sustainable future. The study adopts an exploratory triangulation approach and uses three instruments: a closed-ended questionnaire, a focus group interview, and a comparative performance of control and experimental groups. Fifty-one faculties from two government universities of Saudi Arabia: Qassim University, Qassim, and Prince Sattam bin Abdulaziz University, Alkharj along with 47 students pursuing conversation courses at Level Three in Prince Sattam University participated in the study. JASP 0.9 open-source software was used for statistical analysis. The results revealed that constructivist inquiry-based approaches promoted sustainable development education. © 2025 by the authors.

Keywords

Author Keywords

quality education Skills values knowledge Sustainable development

Index Keywords

Teaching Sustainable development university sector education comparative study statistical analysis questionnaire survey triangulation United Nations Framework Convention on Climate Change Qasim
Author Affiliations
Department of English Language and Literature, Qassim University, Al-Mulida, Al Qasim, Saudi Arabia
Department of English Language, Prince Sattam Bin Abdulaziz University, Al Kharj, Riyad, Saudi Arabia
Funding & Acknowledgements
Qassim University, QU
Funding text 1: The authors gratefully acknowledge Qassim University, represented by the Deanship of Graduate Studies and Scientific Research, for the financial support for this research grant under the number (2023-SDG-l-HSRC-3 7288).; Funding text 2: This project was supported by the Deanship of Graduate Studies and Scientific Research at Qassim University under the research grant 2023-SDG-l-HSRC-3 7288.
Grant: 2023-SDG-l-HSRC-3 7288
Funding text 1: The authors gratefully acknowledge Qassim University, represented by the Deanship of Graduate Studies and Scientific Research, for the financial support for this research grant under the number (2023-SDG-l-HSRC-3 7288).; Funding text 2: This project was supported by the Deanship of Graduate Studies and Scientific Research at Qassim University under the research grant 2023-SDG-l-HSRC-3 7288.
References 10 References
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10 Road Map for Implementing the Global Action Programme on Education for Sustainable Development May 2023
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