Thirty-First International Conference on Learning

Abstract

This study explores elementary school teachers’ knowledge and attitudes toward Education for Sustainable Development (ESD). In addition, the researchers examined the differences and correlations toward participants’ demographic background, education, position in school, school size, and certification in ESD. The research results showed no difference in the participants’ knowledge/attitudes of ESD in different demographic backgrounds, positions in school, and school sizes, but significant correlations existed between participants’ education and certification in ESD. Moreover, educational resources were crucial in enhancing elementary teachers’ ESD. For future studies, gaining participants’ reflections may provide qualitative information about elementary teachers’ ESD. In addition, investigating how participants’ knowledge/attitudes of ESD impact students’ ESD would be a valuable study.