Strategy for Sustainable Development Literacy of Basic Education in Developing Areas of Western China

Chen Xunwei, Narongwat Mingmit, Luxana Keyuraphan, Chollada Pongpattanayothin

Abstract


This study aims to (i) explore the current status of sustainable development literacy of Basic Education in developing areas of Western China, (ii) examine the guidelines of sustainable development literacy of Basic Education in developing areas of Western China, and (iii) explore the suitability and feasibility of guidelines for sustainable development literacy of Basic Education in developing areas of Western China. Ten schools were selected for the study, identified by the Ministry of Education in the western region, including 5 primary schools, 3 middle schools, and 2 high schools, with a total sample of 635 participants, specifically: (i) 265 teachers, (ii) 225 school administrative, and (iii) 145 stakeholders. The research tools included questionnaires, structured interviews, and evaluation forms. Data analysis utilized percentage, mean standard deviation, and content analysis. The results indicate that the overall level of sustainable development literacy in basic education in the western regions of China is relatively high, although there are imbalances in different aspects. The guidelines for improvement are categorized into 9 core strategies with a total of 45 measures. The assessment of the suitability and feasibility of the guidelines received the highest ratings.

Keywords


Basic Education, Sustainable Development, Western Regions of China, Promotion Strategies

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References


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DOI: https://doi.org/10.7575/aiac.ijels.v.13n.1p.242

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