August 19, 2024Eurasia Journal of Mathematics Science and Technology EducationOpen Access

A systematic literature review on STEAM pre- and in-service teacher education for sustainability: Are teachers ready?

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Authors

JAJonathan Álvarez ArizaUniversidad de Los Andes TOTope Gloria Olatunde-AiyedunUniversity of Science and Technology

Discussion

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Implication

Systematic literature review reveals curricular deficits in interdisciplinary sustainability training in pre- and in-service teachers, highlighting the need for targeted curricular co-design.

Key Points

Teacher training programs lack interdisciplinary steam education, with 207 analyzed studies showing that active interventions predominantly target pre-service mathematics.
Systematic literature review following prisma guidelines examined three major databases, identifying active methods such as problem-based learning and flipped classrooms.
Highlights the urgent need for collaborative curricular initiatives, enabling educators to bridge theoretical sustainable development concepts with real classroom teaching.

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Ariza et al. (2024) studied this question.

synapsesocial.com/papers/68e5bb33b6db643587553866 https://doi.org/10.29333/ejmste/14982

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Implication

Systematic literature review reveals curricular deficits in interdisciplinary sustainability training in pre- and in-service teachers, highlighting the need for targeted curricular co-design.

A systematic literature review on STEAM pre- and in-service teacher education for sustainability: Are teachers ready?

Discussion

Member takes

Implication

Key Points

Cite This Study

A systematic literature review on STEAM pre- and in-service teacher education for sustainability: Are teachers ready?

Discussion

Member takes

Implication

Key Points

Cite This Study

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