This dissertation project focusses on the intersection between climate change (SDG 13) and quality education (SDG 4) in six Rwandan schools facing severe challenges in what the UN is terming the ‘triple education crises’ of inclusion, quality and relevance (UN, 2023). The project presents the results of a relational knowledge co-creation research project conducted by the Albertine Rift Conservation Society (ARCOS) with 240 partners, and teachers, learners and parents in six Rwandan schools to gain a shared understanding of the education and climate change challenges and co-create solutions using the Eco-Schools problem-based learning pedagogy. The research reveals a negative relationship happening at the intersection between climate change and quality education which is interrupting successful implementation of both the Competence-Based Curriculum (CBC), and the School Feeding Programme policies of the Government of Rwanda, affecting national progress toward SDG 4 and SDG 13. However, by integrating climate action projects in the CBC, with practical skills and knowledge from parents and wider community members, education barriers caused by poor school conditions, and poor nutrition, health and comfort of learners are being removed, whilst the quality and relevance of teaching and learning in schools is being improved. While the transformative vision of education as a ‘new social contract’ (UNESCO, 2020) has been called unrealistic, this research aims to demonstrate how the Eco-Schools programme can reverse the negative relationship between climate change and quality education and support schools to simultaneously address the triple crisis of inclusion, quality, and relevance.

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FEE have had great success internationally with the Young Reporters for the Environment (YRE) programme. However, the uptake of the programme in Northern Ireland has not been as high as expected. This study will investigate what barriers existed within school that deter teachers from undertaking extra-curricular activities and environmental initiatives within their school. A semi-structured interview protocol will be used to examine the pressures that teachers face within school that prevent them becoming involved in the programme. Furthermore, their knowledge of YRE, the culture within their school, attitudes towards environmental initiatives and the influence of their school leaders will be explored. The aim of the study is to understand what challenges teachers are faced with when they are making the decision about whether or not to participate in the programme.

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This study is to explore the relationship between transformational leadership and teacher commitment to ESD, and to examine the mediating effect of CTE in this relationship. This study seeks to contribute to the existing literature on ESD and teacher commitment by examining the role of leadership and collective efficacy in shaping teacher attitudes towards ESD. By exploring the mediating effect of CTE, this study seeks to provide insights into the mechanisms that underlie the relationship between transformational leadership and teacher commitment to ESD. To attain the objective, the study employed cross-sectional approach through quantitative method through survey and analyse using Partial least squares structural equation modeling (PLS-SEM). This research is using the Bandura’ Social cognitive theory and Leithwood & Jantzi (2000) Transformational Leadership Six Factors. The study will involve 48 schools with 470 teachers as respondents from all Eco-Schools in Malaysia that won either Green Flag, Silver, and Bronze Award.

FINAL THESIS AVAILABLE IN 2024

The paper deals with the topic of participatory environmental education and how this approach support students toward active and environmental citizenship. This research aims at evaluating the programme Young Reporters for the Environment (YRE), using qualitative research to reveal its strengths and weaknesses. It will help individual YRE Coordinators, as well as FEE to enhance YRE towards the development of important competences for a sustainable future. Planned interviews with students can reveal the motivations for engaging and staying in the programme, as well as the impact of engagement on their daily and school life. This can potentially motivate other young people to join the programme. The other interviewed group is coordinators and lecturers. Two different groups of participants in research ensure the reveal and identification of differences between settled methodology and daily reality of the program. In addition, the thesis will contribute to the development of knowledge on participatory environmental education at the science level.

FINAL THESIS AVAILABLE IN 2024