Utbildning för social hållbarhet. En kvalitativ fallstudie om lärares upplevda effekter av YesWeAre:s läromedel i Nairobi

Abstract

In response to the global challenges, the United Nations introduced Agenda 2030 as a global action plan to work towards sustainable development and a sustainable future. The Sustainable Development Goals of Agenda 2030 are universal and require both global and local efforts in order to be achieved. Education, and particularly Education for Sustainable Development (ESD), is considered a cornerstone in this work. Kenya is a country facing challenges in achieving the goals due to deeply rooted corruption. The corruption in the country is not only regarded as an economic issue, but also contributes to severe social challenges. ESD can therefore be considered especially important in this context. The aim of this study is to examine teachers’ perceived impacts of the ESD-inspired educational material YesWeAre in schools in Nairobi. The study therefore seeks to contribute to an understanding of how the values and competencies the educational material promotes are translated into practice within the schools. This has been done through a qualitative case study by interviewing teachers from schools collaborating with YesWeAre, as well through participant observations within the school environment. Using inclusion and integrity as theoretical frameworks to examine teachers’ perceived changes in students’ behaviors and actions in relation to these two concepts. The results indicate a generally positive perceived change among students' behaviors and actions in relation to values connected to the study’s theoretical frameworks, such as empathy, respect, self- and emotional awareness, honesty and standing up for what is right.