A Critical Analysis of the Education for Sustainable Development

Abstract

Our young people have a wonderful opportunity to engage with and address the intricate problems of sustainable development through education for sustainable development (ESD). This article used qualitative content analysis to describe the state of ESD in Pakistani elementary school curricula. Four topics from grades 4 and 5—General Science, Social Studies, Urdu, and Islamic Studies—were examined for various ESD components. A coding system for qualitative content analysis was created. According to the study's findings, the curriculum did contain some information about sustainable development (SD), but it never used the terms sustainability or SD. Overall, the skill content was the most focused ESD component in the primary school curriculum, followed by the social and environmental material. The economic component of ESD was one of the least represented in the curriculum due to its conceptual complexity. It suggests that the SD tenets were not followed in the development of the elementary school curriculum. It is recommended that the ESD principles be taken into account while creating or updating the primary school curriculum.