学校におけるＥＳＤの教育実践を教員はどう認識しているのか ― 質問紙調査結果の一考察 ―

抄録

This research paper is based on a four-year study of 283 primary and secondary schools in Japan. Previous studies have focused on three essential aspects of the holism: the connection between the environmental, social, and economic dimensions of sustainable development issues. Also, from the aspect of pluralism, the effect of ESD on knowledge, attitude, and behaviour has been emphasised in previous studies. Thus, with holism and pluralism in mind, this research digs deeper into the effects of a holistic ESD approach to content and a pluralistic ESD approach to teaching in the context of formal Japanese education. Bringing together the key points of Transfer 21 and S3, Sustainable School Selfevaluation, the research uses 6 criteria: Improvement of students’ capacity and behaviour, acquisition of ESD competencies, recognition of the components of ESD, improvement of teaching and learning, approaches, improvement of teaching and learning concepts and improvement of school organisation. In the questionnaire, teachers were asked to grade different aspects of their school's　practices on a five-point scale. The result of this research revealed that students’ cooperativeness, cooperative attitudes and abilities to communicate are promoted in the period of integrated study and by engaging local human resources. This tendency was derived from teachers’ recognition in this questionnaire survey. However, pressing issues such as students’ critical thinking, participatory decision making and value-based learning to play an active role in finding democratic solutions to SD problems still exist as challenges faced by Japanese teachers.