Predicting Pre-service teachers’ intention to implement education for sustainable development: A fuzzy-set qualitative comparative analysis | Zendy

Woonsun Kang | Zendy

Open Access

Predicting Pre-service teachers’ intention to implement education for sustainable development: A fuzzy-set qualitative comparative analysis

Author(s) -

Woonsun Kang

Publication year - 2021

Publication title -

cypriot journal of educational sciences

Language(s) - English

Resource type - Journals

SCImago Journal Rank - 0.22

H-Index - 5

eISSN - 1305-905X

pISSN - 1305-9076

DOI - 10.18844/cjes.v16i5.6344

Subject(s) - qualitative comparative analysis , education for sustainable development , curriculum , qualitative research , premise , context (archaeology) , set (abstract data type) , mathematics education , fuzzy set , service (business) , psychology , pedagogy , computer science , sustainable development , fuzzy logic , knowledge management , sociology , political science , marketing , social science , business , paleontology , linguistics , philosophy , machine learning , artificial intelligence , law , biology , programming language

Implementation of Education for Sustainable Development is a complex social phenomenon. This research aims to suggest ways to strengthen the implementation of ESD, identifying the factors affecting pre-service teachers’ intention of implementing ESD. To this end, the author focused on revealing the different combinations of conditions predicting Korean pre-service teachers’ intention to implementing education for sustainable development (ESD). The research method is the fuzzy sets qualitative comparative analysis (fsQCA) using the set-theoretic relations, starting from the premise that social phenomena have causal complexity characteristics. An analysis of 245 valid questionnaires from Korean pre-service teachers resulted in three main findings. The author suggested that teacher education institutions need to include content related to ESD in the teacher education curriculum so that pre-service teachers can cultivate positive attitudes toward ESD and improve their self-efficacy in student engagement and instruction in the context of ESD. Keywords Education for sustainable development; ESD; Fuzzy-set Qualitative Comparative Analysis(fsQCA), Necessary Condition; Self-responsibility; self-efficacy; Theory of planned behavior

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