Peer-reviewed research2017–2026 update
5th–10th-grade in-service teachers’ pedagogical content knowledge (PCK) for sustainable development in outdoor environment
Teachers of 10–15-year-olds used the outdoors mainly for biology, ecology, pollution and inquiry teaching, and seldom linked outdoor lessons to sustainable development.
What's new
The study asked how teachers of 10–15-year-old students (grades 5–10) use the natural environment in their teaching, and how that teaching links to sustainable development. Forty-two in-service teachers were invited to take part and wrote about their past outdoor teaching, its links to sustainable development, and how they assessed it. Content analysis found three themes: teaching biology and ecology concepts, exploring visible pollution, and using context- and inquiry-based approaches. Outdoor teaching was rarely connected to sustainable development.
Why it matters in Aotearoa
Schools in Aotearoa often expect EOTC to support sustainability learning. This study suggests that the link may not happen without deliberate planning, and it points to a possible area for teacher professional development.
Putting it into practice
When planning an outdoor science or ecology lesson, add an explicit sustainability question and plan how students will be assessed on it.
How strong is the evidence
The study is qualitative and based on teachers' written self-reports, so it shows what teachers say they do. The abstract does not state the country or how many invited teachers took part.
What to read
The findings and the discussion of implications for professional development.