ORCID

https://orcid.org/0009-0002-4478-0654

Keywords

Education for Sustainable Development, elementary, transdisciplinarity, Green School

Abstract

The rising number of sustainability-focused jobs in the United States has underscored the need for greater exposure to Education for Sustainable Development in early education. While higher education and secondary schools offer courses on sustainability and the environment, elementary students have limited opportunities to engage with these topics. This embedded multiple-case study examined the role of Education for Sustainable Development in elementary classrooms, specifically through transdisciplinary lessons. The research was guided by the question: How do elementary teachers in county-designated Green Schools in a Florida district use transdisciplinary lessons to teach sustainability within their existing curriculum?

Using the theoretical framework of integrated education (Frick, 2018), this study analyzed how sustainability is incorporated into core subjects while adhering to state-mandated standards. Data were collected from six experienced elementary teachers at Green Schools in Florida through interviews, non-participatory observations, county-provided documents, and one publicly available document. The qualitative analysis applied Yin’s (2015) thematic analysis for interviews and observations and Bowen’s (2009) document analysis for textual data sets. Findings revealed eight themes from interviews, four themes from observations, and ten themes from documents, with three themes intersecting all data sets: environmental stewardship, student ownership, and student engagement.

Results revealed that while implementing Education for Sustainable Development in a transdisciplinary manner was challenging, Green Schools integrated sustainability through extracurricular programs, thematic units, and school-wide initiatives. Additionally, administration, community partnerships, and student ownership were key in fostering a school culture of sustainability. This study reinforces the need for early exposure to environmental education, shaping young learners’ appreciation for the planet and its resources.

Completion Date

2025

Semester

Summer

Committee Chair

Olan, Elsie

Degree

Doctor of Education (Ed.D.)

College

College of Community Innovation and Education

Department

Department of Learning Sciences and Educational Research

Format

PDF

Identifier

DP0029535

Language

English

Document Type

Thesis

Campus Location

Orlando (Main) Campus

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