Evaluating the impact of professional development programmes on curriculum design and implementation for sustainability education in high schools: A scoping review
DOI:
https://doi.org/10.38140/ijer-2025.vol7.s1.01Keywords:
Professional development, sustainability education , curriculum design , teacher training, secondary educationAbstract
This scoping review aims to evaluate the impact of professional development programmes on the curriculum design and implementation of sustainability education in high schools. Reviewing literature published between 2010 and 2025, the study explores how these programmes prepare teachers to integrate sustainability concepts into their teaching practices, thereby promoting sustainable development. A systematic review of existing studies identifies key themes, challenges, and best practices in professional development for sustainability education. The findings reveal that well-designed professional development programmes significantly enhance teachers' knowledge and skills, leading to more comprehensive curriculum design and effective implementation. However, challenges such as inadequate resources, lack of administrative support, and insufficient ongoing training persist. The study highlights the importance of continuous, structured professional development to ensure integration of sustainability education into high school curricula. These insights are intended to guide policymakers, educators, and stakeholders in developing and maintaining effective sustainability education programmes at the secondary level.
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