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  • 1.
    Chaaban, Youmen
    et al.
    Qatar Univ, Coll Educ, Educ Res Ctr, Doha 2713, Qatar..
    Du, Xiangyun
    Aalborg Univ, Aalborg UNESCO Ctr PBL, Dept Planning, DK-9220 Aalborg, Denmark..
    Lundberg, Adrian
    Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Abu-Tineh, Abdullah
    Qatar Univ, Coll Educ, Educ Sci Dept, Doha 2713, Qatar..
    Education Stakeholders' Viewpoints about an ESD Competency Framework: Q Methodology Research2023In: Sustainability, E-ISSN 2071-1050, Vol. 15, no 3, article id 1787Article in journal (Refereed)
    Abstract [en]

    Teachers are considered key drivers of the education for sustainable development (ESD) agenda. They play a critical role in ensuring the attainment of sustainability goals, yet require early opportunities to acquire the necessary knowledge, skills, and attitudes, which will enable them to foster ESD. Therefore, this study documented the development and evaluation of a framework consisting of the core competencies that pre-service teachers need to achieve ESD in Qatar. Framed by complexity theory, the competency framework was developed into a Q-sample, which was then evaluated by multiple education stakeholders, including teacher educators, professional development specialists, ministry specialists, and teachers. The results of the Q-analysis indicated six diverse viewpoints and revealed a lack of overarching consensus statements among the viewpoints. Several statements were also considered controversial as different participants revealed contrasting views in regard to their importance for pre-service teachers. Implications for practice using the competency framework as a dynamic communication and reflection blueprint for implementing ESD are discussed.

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