Developmental education and sustainable learning: A developmental vision for basic education curricula in Libya

Abstract

Environmental education and education for sustainability are gaining increasing importance in raising students’ environmental awareness and preparing them to face future challenges. This study aims to provide a developmental vision for the basic education curricula in Libya by evaluating the extent to which environmental education concepts and sustainability principles are integrated, and by proposing recommendations to enhance the integration of economic, social, and environmental dimensions.

The study relied on a content analysis of textbooks from grades 1 to 9 according to the three dimensions of sustainable development, along with a survey of a sample of educational inspectors to assess the current situation and compare it with future aspirations. The results showed the dominance of the social dimension across all grades, a gradual development of the environmental dimension from weak in early grades to strong in upper grades, and a weak economic dimension in early grades with gradual improvement in higher grades. The survey also revealed that the inclusion of environmental education and sustainability concepts in the current curricula is below acceptable levels, with a clear gap between reality and aspirations, highlighting the urgent need to develop curricula and provide training for teachers and inspectors to implement sustainable education effectively.