Elementary Teachers' Perceptions of Integrating Culturally Responsive Teaching and Education for Sustainable Development: A Cross-Cultural Study
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| Title: | Elementary Teachers' Perceptions of Integrating Culturally Responsive Teaching and Education for Sustainable Development: A Cross-Cultural Study |
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| Language: | English |
| Authors: | Tustiyana Windiyani (ORCID |
| Source: | Journal of Education and e-Learning Research. 2025 12(3):488-498. |
| Availability: | Asian Online Journal Publishing Group. 244 Fifth Avenue Suite D42, New York, NY 10001. Fax: 212-591-6094; e-mail: info@asianonlinejournals.com; Web site: http://www.asianonlinejournals.com |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Elementary School Teachers, Culturally Relevant Education, Sustainable Development, Teacher Attitudes, Learner Engagement, Self Efficacy, Barriers, Teacher Competencies, Foreign Countries, Indigenous Knowledge, Teaching Experience, Readiness, Rural Urban Differences, Technology Uses in Education |
| Geographic Terms: | Indonesia |
| ISSN: | 2518-0169 2410-9991 |
| Abstract: | This study examined the integration of culturally responsive teaching (CRT) and education for sustainable development (ESD) in Indonesian elementary schools, addressing the gap between pedagogical theory and classroom practice. A sequential mixed-methods design collected data from 200 teachers through surveys and 30 follow-up interviews. Results revealed a paradox while 87% of teachers recognized CRT-ESD's value in enhancing student engagement and relevance, only 49% felt confident implementing it. Key barriers included systemic challenges, such as inadequate training (72%), rigid curricula (68%), and resource shortages (59%) alongside disparities in institutional support (36% administrative backing) and subject-specific feasibility (72% found integration easier in humanities than STEM). Despite these obstacles, teachers demonstrated grassroots innovations, including cultural storytelling (32%), community projects (28%), and stealth integration of CRT-ESD into STEM (39%), such as using traditional irrigation systems to teach mathematics. A strong relationship emerged between teaching experience and implementation readiness with veteran teachers showing greater adaptability (r = 0.51 and p < 0.001). The study highlights the urban and rural digital divide with 68% of teachers in urban areas utilizing digital tools compared to only 15% in rural areas. These findings underscore the need for policy reforms mandating CRT-ESD in national curricula, differentiated professional development, and equitable resource distribution. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1483714 |
| Database: | ERIC |
| Abstract: | This study examined the integration of culturally responsive teaching (CRT) and education for sustainable development (ESD) in Indonesian elementary schools, addressing the gap between pedagogical theory and classroom practice. A sequential mixed-methods design collected data from 200 teachers through surveys and 30 follow-up interviews. Results revealed a paradox while 87% of teachers recognized CRT-ESD's value in enhancing student engagement and relevance, only 49% felt confident implementing it. Key barriers included systemic challenges, such as inadequate training (72%), rigid curricula (68%), and resource shortages (59%) alongside disparities in institutional support (36% administrative backing) and subject-specific feasibility (72% found integration easier in humanities than STEM). Despite these obstacles, teachers demonstrated grassroots innovations, including cultural storytelling (32%), community projects (28%), and stealth integration of CRT-ESD into STEM (39%), such as using traditional irrigation systems to teach mathematics. A strong relationship emerged between teaching experience and implementation readiness with veteran teachers showing greater adaptability (r = 0.51 and p < 0.001). The study highlights the urban and rural digital divide with 68% of teachers in urban areas utilizing digital tools compared to only 15% in rural areas. These findings underscore the need for policy reforms mandating CRT-ESD in national curricula, differentiated professional development, and equitable resource distribution. |
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| ISSN: | 2518-0169 2410-9991 |
