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Recent studies have highlighted the need for better integration of Education for Sustainability (EfS) into pre-service teacher education in Australian universities. This case study explores some of the issues surrounding this imperative in one institution, with particular emphasis on the Science and Technology Key Learning Area in Primary teacher education. It found that key concepts within ecological sustainability were thoroughly covered in the Science and Technology units, that, although some efforts were made to link these to broader issues of political and social sustainability, this was constrained by a number of systemic barriers, and that issues of economic sustainability were scarcely visible across the degree program. The study highlighted the difficulties of addressing EfS in a holistic way within tightly circumscribed science and technology units, and that improved, explicit communication structures were essential to facilitate conceptual links between EfS concepts within the Science and technology area, and between Science and Technology and other Key learning Areas within Primary Education awards. |
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