TY - CHAP
T1 - CHALLENGES OF TEACHERS TO INTEGRATE ESD DESIGN ACTIVITIES IN TECHNOLOGY EDUCATION IN JAPANESE PUBLIC JUNIOR HIGH SCHOOLS
AU - Wang, Xinyu
AU - Loh, Leon
AU - Sera, Keita
N1 - Publisher Copyright:
© 2023 Proceedings of the 25th International Conference on Engineering and Product Design Education: Responsible Innovation for Global Co-Habitation, E and PDE 2023. All rights reserved.
PY - 2023
Y1 - 2023
N2 - The study aims to clarify teachers’ challenges in Technology Education (TE) when implementing Education for Sustainable Development (ESD) design activities into the curriculum in Japanese public junior high schools. The current research is conducted as a case study. The main participants of this study were four TE teachers currently teaching in public junior high schools in Nara City, Japan. A questionnaire survey for TE teachers and a field survey were conducted. According to the findings, the main barriers faced by teachers are a low understanding of ESD and design, low motivation to implement ESD design activities, insufficient teaching materials, and limited teaching time, which prevent TE teachers from integrating ESD design activities into the curriculum as new learning content. A suggestion proposed is that the current TE curriculum can be redesigned through project-based learning (PBL) to regroup and integrate all the learning contents into ESD design activities. Therefore, this study provided a possible new framework for redesigning a new TE curriculum.
AB - The study aims to clarify teachers’ challenges in Technology Education (TE) when implementing Education for Sustainable Development (ESD) design activities into the curriculum in Japanese public junior high schools. The current research is conducted as a case study. The main participants of this study were four TE teachers currently teaching in public junior high schools in Nara City, Japan. A questionnaire survey for TE teachers and a field survey were conducted. According to the findings, the main barriers faced by teachers are a low understanding of ESD and design, low motivation to implement ESD design activities, insufficient teaching materials, and limited teaching time, which prevent TE teachers from integrating ESD design activities into the curriculum as new learning content. A suggestion proposed is that the current TE curriculum can be redesigned through project-based learning (PBL) to regroup and integrate all the learning contents into ESD design activities. Therefore, this study provided a possible new framework for redesigning a new TE curriculum.
UR - http://www.scopus.com/inward/record.url?scp=85177783957&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85177783957&partnerID=8YFLogxK
U2 - 10.35199/EPDE.2023.23
DO - 10.35199/EPDE.2023.23
M3 - Chapter (peer-reviewed)
AN - SCOPUS:85177783957
T3 - Proceedings of the 25th International Conference on Engineering and Product Design Education: Responsible Innovation for Global Co-Habitation, E and PDE 2023
SP - 133
EP - 138
BT - Proceedings of the 25th International Conference on Engineering and Product Design Education
A2 - Ordonez Pizarro, Isabel
A2 - Sustersic, Paolo
A2 - Buck, Lyndon
A2 - Grierson, Hilary
A2 - Bohemia, Erik
PB - The Design Society
T2 - 25th International Conference on Engineering and Product Design Education, E and PDE 2023
Y2 - 7 September 2023 through 8 September 2023
ER -