EDUCATION FOR SUSTAINABLE DEVELOPMENT: NATIONAL CURRICULUM ANALYSIS AND STUDENTS’ CONSCIOUSNESS PERSPECTIVE AT ELEMENTARY LEVEL

Abstract

This study used a mixed-methods approach to evaluate the integration of Education for Sustainable Development (ESD) in Grade 8 Geography and General Science curriculum documents and textbooks in Pakistan and to assess students' sustainability consciousness (SC). Qualitative content analysis assessed the alignment of curriculum documents with ESD themes using concept mapping and dimensional description to evaluate the depth and breadth of sustainable development content. Quantitative data were gathered from surveys of 1,800 Grade 8 students from public schools in Punjab, selected through multi-stage random sampling. The "Sustainability Consciousness Questionnaire," validated for the local context, measured students' knowledge, attitudes, and behaviors, demonstrating high internal consistency.

The findings revealed significant gaps in ESD integration, particularly in areas like human rights, climate change, and economic efficiency. While students exhibited strong economic and social consciousness, environmental awareness was less pronounced. Data were analyzed using SPSS for descriptive and inferential statistics, and qualitative content intensity was categorized as explicit, implicit, brief, or extensive. The study offers insights for revising curriculum documents and improving educational strategies to promote holistic SC among students, contributing to the broader discourse on ESD in developing context.