STEM teachers’ perceptions and attitudes towards sustainable development: A needs analysis

Abstract

Ongoing transformations brought about by globalization, both broadly and within
specific societal contexts have opened new avenues for re-evaluating and formulating more
strategic and effective approaches toward sustainable development (SD) in human lifestyles.
This shift is exemplified by the initiative of the United Nations Educational, Scientific and
Cultural Organization (UNESCO), which outlined an educational roadmap in 2020 to
support sustainable development goals. In line with this, the present study aims to explore the
levels of perception and attitudes among Science, Technology, Engineering, and Mathematics
(STEM) subject teachers regarding sustainable development. Employing a descriptive survey
design, this study involved a total of 161 secondary school teachers from various schools
across the northern, central, eastern, and southern zones of the country. A structured
questionnaire was used as the primary research instrument, and the data collected were
analyzed using the Statistical Package for the Social Sciences (SPSS) version 26.0 to compute
percentages, mean scores, and standard deviations. The findings indicate that STEM teachers
demonstrated a high level of perception toward sustainable development (M = 4.30, SD =
0.640), as well as a similarly high level of positive attitudes (M = 4.24, SD = 0.716). Overall,
this study provides valuable insights into the readiness, awareness, and positive disposition
of STEM educators in addressing global changes that are closely linked to sustainable
development, particularly within the national education context.