<abstract xmlns="http://www.w3.org/1999/xhtml"><p>Saudi Arabian citizens, including university students, are in an interesting and precarious situation – they care for sustainability, but their economy thrives because of oil production. This study used an author-developed instrument to briefly explore 135 Saudi university students’ (nine disciplines) knowledge, awareness, evaluation and convictions of how to facilitate the nation to achieve sustainable development goals (SDGs) per <italic>Vision 2030</italic> despite living in an oil-based economy. Within this context, the paper then reports 31 female Saudi pre-service teachers’ (also university students) experience with and reaction to using inquiry-based learning (IBL) to teach sustainability. Their feedback as emergent educators is invaluable for Saudi initiatives concerned with Education for Sustainability (EfS). Study participants were from Saudi’s Eastern Province (convenience and snowball sampling) with data collected in fall 2019. Recommendations include integrating IBL into teacher education, supporting IBL with Saudi cultural and religious practices, and communicating anthropogenic impact to Saudi citizens.</p></abstract>

Saudi Arabian citizens, including university students, are in an interesting and precarious situation – they care for sustainability, but their economy thrives because of oil production. This study used an author-developed instrument to briefly explore 135 Saudi university students’ (nine disciplines) knowledge, awareness, evaluation and convictions of how to facilitate the nation to achieve sustainable development goals (SDGs) per Vision 2030 despite living in an oil-based economy. Within this context, the paper then reports 31 female Saudi pre-service teachers’ (also university students) experience with and reaction to using inquiry-based learning (IBL) to teach sustainability. Their feedback as emergent educators is invaluable for Saudi initiatives concerned with Education for Sustainability (EfS). Study participants were from Saudi’s Eastern Province (convenience and snowball sampling) with data collected in fall 2019. Recommendations include integrating IBL into teacher education, supporting IBL with Saudi cultural and religious practices, and communicating anthropogenic impact to Saudi citizens.

Interdisciplinary Inquiry-based Teaching and Learning of Sustainability in Saudi Arabia

Journal of Teacher Education for Sustainability

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Saudi Arabian citizens, including university students, are in an interesting and precarious situation – they care for sustainability, but their economy thrives...

Interdisciplinary Inquiry-based Teaching and Learning of Sustainability in Saudi Arabia

Publié en ligne: 03 avr. 2021

Pages: 121 - 139

DOI: https://doi.org/10.2478/jtes-2020-0020

Mots clés
inquiry-based learning (IBL), sustainability and climate change, pre-service teachers, Saudi Arabia, education for sustainability (EfS)

© 2020 Amani K. Hamdan Alghamdi et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Interdisciplinary Inquiry-based Teaching and Learning of Sustainability in Saudi Arabia

Publié en ligne: 03 avr. 2021

Pages: 121 - 139

DOI: https://doi.org/10.2478/jtes-2020-0020

Mots clésinquiry-based learning (IBL), sustainability and climate change, pre-service teachers, Saudi Arabia, education for sustainability (EfS)

© 2020 Amani K. Hamdan Alghamdi et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Mots clés
inquiry-based learning (IBL), sustainability and climate change, pre-service teachers, Saudi Arabia, education for sustainability (EfS)