The Level of Knowledge of Public Education Teachers on the Importance of Female Students Acquiring Knowledge of Sustainable Development Indicators in Light of the Requirements of Vision 2030

Abstract

The challenges of climate change and the urgent need to find alternative sources of energy have placed countries under increasing pressure to meet their sustainability goals.  Saudi Arabia’s Vision 2030 aims to facilitate the transition towards a cleaner, greener economy by educating teachers and students about the theory and practices of sustainable development. The aim of this study is to measure the extent to which female public education teachers are aware of the importance of students acquiring knowledge of the social, economic, and environmental dimensions of sustainable development within the context of Saudi Arabia’s Vision 2030.  Five variables: educational stage, academic qualification, specialization, practical experience, and training courses in the field of education, were used to measure differences in the levels of awareness among teachers across the social, economic, and environmental dimensions of sustainable development. An analytical/descriptive approach was deemed most appropriate to the study objectives. The data was collected using a questionnaire distributed to a sample of 365 public education female teachers at three levels of education: 122 primary teachers, 116 intermediate teachers, and 127 secondary school teachers. The results revealed a high level of awareness in relation to the social dimension, most notably the importance of educating students about equality and social justice, human rights, and the eradication of all forms of poverty. The results revealed average levels of awareness in relation to the economic dimension, most notably the need to plan student activities around saving energy, including water and electricity consumption.  Teachers were also aware of the need to educate students about how national employment is important to facilitating economic development. The results showed average levels of awareness in relation to the economic dimension, most notably the importance of protecting the environment, the need to teach students about environmentally sustainable practices, and the need to involve students in environmental preservation activities.Based on the findings, the researcher makes recommendations designed to address the existing gaps in knowledge among female public education teachers. The researcher also recommends extending the study to university students.