Teaching as a vehicle for achieving some of the sustainable development goals: examining geography teaching in secondary schools in Malawi

Abstract

The aim of the study was to examine how some of the Sustainable Development Goals (SDGs) are achieved through Geography teaching in secondary schools in Malawi. It was specifically conducted in Shire Highlands Education Division (SHED). The following were the objectives: to assess how the success criteria in the Secondary School Geography Syllabi promote the achievement of SDGs; to examine the preparedness of Geography teachers in achieving SDGs; to assess how Geography teachers address SDGs; to investigate the teaching methods that secondary school Geography teachers use for the achievement of SDGs; and to explore how the achievement of SDGs through Geography teaching can be enhanced. Pragmatic paradigm was used in the study. Both quantitative and qualitative approaches were used. The interviews, questionnaires and document analysis were used as data collection methods and instruments. The researcher used the sample of 78 participants. Seventy six (76) were secondary school Geography teachers and one member from the inspectorate section. Another participant was an officer responsible for the development of Geography syllabus. The statistical formula was used to come up with sample and in some cases purposive sampling was used. Quantitative data was analysed using SPSS and qualitative data was analysed thematically. The findings have shown that most success criteria in junior and senior secondary school Geography syllabi do not promote the achievement of SDGs because they use action verbs that only promote theory learning. Most Geography teachers were not trained about the SDGs. In terms of teaching and learning, most Geography teachers did not address the SDGs because they did not encourage learning through practice. For instance, the teaching methods that most Geography teachers used did not assist in promoting the achievement of SDGs. The study will help Ministry of Education, Science and Technology (MoEST) to train Geography teachers on how they can achieve some of the SDGs through teaching. It can assist the Malawi Institute of Education (MIE) to revise the success criteria in Secondary School Geography Syllabus so that they should promote learning through practice. It would assist Geography teachers to start using the Transformative Learning Approach.