An ESD pathway to quality education in the Cyprus primary education context

Chrysanthi Kadji-Beltran, Nicoletta Christodoulou, Aravella Zachariou, Petra Lindemann-Matthies, Susan Barker, Costas Kadis

Research output: Contribution to journalArticlepeer-review

3 Scopus citations


This research is based on the rationale that the well-defined framework of education for sustainable development (ESD), its connection with real life and its specific integration in the educational policies and curricula can help to enhance quality education (QE) in a meaningful and identifiable way. In a first step, the common ground of ESD and QE was explored in different areas: common dimensions, future-oriented objectives, commonly targeted skills, value orientation, teaching and learning approaches. In a second step, this information was taken as a base to investigate how well twelve lesson units for primary school reflect the common ground of ESD and QE. The units were specifically developed for this research, in which ESD experienced teachers (mentors) supported inexperienced ones (mentees). Results indicate that ESD can reinforce QE, but that teachers need support with regard to the political and cultural dimensions of SD issues, collaborations with local communities and assessments.

Original languageEnglish (US)
Pages (from-to)1015-1031
Number of pages17
JournalEnvironmental Education Research
Issue number7
StatePublished - Aug 9 2017


  • Education for sustainable development
  • quality education
  • teacher education

ASJC Scopus subject areas

  • Education


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