An exploration of the integration of education for sustainable development in Ghana’s career technology curriculum

Appiah, E.

dc.contributor.author	Appiah, E.
dc.date.accessioned	2026-02-03T10:55:34Z
dc.date.available	2026-02-03T10:55:34Z
dc.date.issued	2025-08
dc.identifier.uri	http://41.74.91.244:8080/handle/123456789/4995
dc.description	A thesis in the Department of Educational Foundations, School of Education and Life-Long Learning, submitted to the School of Graduate Studies in partial fulfilment of the requirements for the award of the degree of Master of Philosophy (Curriculum and Pedagogic Studies) in the University of Education, Winneba	en_US
dc.description.sponsorship	The social, economic, and environmental troubles nations are battling with has led to the adoption of education for sustainable development as a key driver for achieving sustainable development. Ghana, a member of the United Nations, has adopted same into its educational systems so that her learners can be educated towards sustainable development. The aim of this study was to explores how education for sustainable development goals is integrated into the Ghanaian career technology curriculum in the Dangme enclave in particular. The study employed a qualitative case study design for the exploration. Data to address the research questions so as to meet the purpose of the study were collected through documents, interviews, and observations. Participants involved in the study were sampled through the maximum variation purposive sampling technique. In all, 17 participants were sampled based on saturation. For the data analysis, a content analysis was conducted on the documents, career technology curriculum using keywords from the Global Schools Piloting Programme and related keywords. Again, 17 transcripts and 15 fieldnotes obtained from participants who teach career technology in the research area were coded and themed for analysis. The study finds a 13.3% coverage of education for sustainable development objectives in the official career technology curriculum. Secondly, participants perceive the curriculum with respect to its structure (integrated, iterative, and comprehensive) and focus (learner-centred, career-orientated, and practicalbased). Pedagogies employed by participants to integrate the teaching of education for sustainable development in the classroom were talk for learning, project-based learning, role-play, active learning, collaborative learning, and some integration of ICT. Challenges encountered in integrating education for sustainable development are the participant teacher’s fixation on examination, non-availability of teaching and learning resources, limited teacher proficiency, monetary issues, and poor classroom conditions. From the discussion of the findings, it is concluded that the official curriculum is developed towards sustainable development as it integrates some education for sustainable development goal objectives. Notwithstanding, pedagogies employed to integrate the objectives of education for sustainable development were not effectively practiced in the classroom, and coupled with the varied challenges, achieving the aim of sustainability through career technology is problematic in the Dangme enclave. Recommendations are made to include more education for sustainable development goals into the official career technology curriculum to make it more comprehensive for its aim. Also, educate teachers in the area on 21st-century pedagogies and sustainable development to make them more effective and tackle other issues squarely. Additionally, policies to guide the collection of money and decisions to aid practical should be taken seriously. Lastly, teaching and learning resources suitable for the curriculum should be identified and same provided to the schools. Since the study employed the qualitative approach in only the Dangme enclave, it is suggested that further studies should use the mixed methods be used to make the findings more statistically generalisable.	en_US
dc.language.iso	en	en_US
dc.publisher	University of Education	en_US
dc.subject	Career technology curriculum	en_US
dc.subject	Sustainable development	en_US
dc.title	An exploration of the integration of education for sustainable development in Ghana’s career technology curriculum	en_US
dc.type	Article	en_US