“ESD Integration in Education Systems and Its Relationship to Faculty Mandated Functions”

Abstract

This study examined the correlation between ESD integration in TEIs’ systems and the mandated functions of teacher education. 109 faculty respondents from TEIs in the Visayas Region, Philippines, answered the two researcher-made survey questionnaires. The results show that (1) learning environment and policy have no correlation with the mandated functions, (2) capability building and youth engagement correlate with the mandated functions, and (3) community partnerships have a correlation in community extension and professional development, excluding research productivity among faculty. During the focus group discussion, the themes for the challenges are: (1) the limited capability among faculty to publish ESD research studies, (2) limited understanding and awareness among students and faculty on the ESD-SDGs competencies, (3) lack of time and training, and (4) less support from the school administrators for ESD project implementation. Themes for the enablers are: (1) existing community partners, (2) unpublished research journals, (3) professional development programs, (4) existing laws and policy from DepEd and CHED schools to align syllabi to the ESD-SDGs competencies, and (5) strengthen the implementation of ESD to achieve internationalization. Furthermore, this study concludes that ESD integration and implementation in schools and faculty still need alignment and improvement.