Abstract

This qualitative study examines the integration of Education for Sustainable Development (ESD) competencies within the Primary Four Science Curriculum in Egypt under the Education Reform Project EDU 2.0. ESD competencies are viewed as essential for empowering citizens to address real-world challenges. Utilizing a qualitative research design, the study employs document and content analysis of the teacher guide of the Techbook to investigate the incorporation of these competencies. Additionally, interviews are conducted with science teachers to gain insights into the application of the curriculum design. Interviews with curriculum developers directly involved in the curriculum development process with the Egyptian Ministry of Education and Technical Education (MOETE) are also conducted. Furthermore, insights are gathered through an interview with Dr. Tarek Shawki, the former Minister of Education and Technical Education of Egypt, who initiated and led EDU 2.0. Dr. Shawki shares perspectives on the contextual factors, objectives, and philosophy underlying the curriculum design, as well as the challenges encountered in its implementation. This study contributes to the understanding of how ESD competencies are integrated into the curriculum and sheds light on the practical challenges and implications of integration, highlighting the pivotal role of teachers in the educational process.

School

School of Humanities and Social Sciences

Department

Educational Studies Department

Degree Name

MA in International & Comparative Education

Graduation Date

Spring 6-12-2024

Submission Date

5-26-2024

First Advisor

Dr. Heba ElDeghaidy

Second Advisor

Dr. Daria Mizza

Third Advisor

Dr. Maha Bali

Committee Member 1

Dr.Heba ElDeghaidy

Committee Member 2

Dr. Daria Mizza

Committee Member 3

Dr. Maha Bali

Extent

193 p.

Document Type

Master's Thesis

Institutional Review Board (IRB) Approval

Approval has been obtained for this item

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