Sustainable Development in Secondary Schools Curricula. Polish Context

  • Anna Mróz Pedagogical University of Cracow
  • Iwona Ocetkiewicz Pedagogical University of Cracow
  • Łukasz Tomczyk Pedagogical University of Cracow
  • Katarzyna Walotek-Ściańska Akademia Ignatianum (Cracow, Poland)
  • Dariusz Rott Sielsian University (Katowice, Poland)
Keywords: teacher, curriculum, education for sustainable development, key issues in sustainability


According to recommendations of the European Commission and Decade of Education for Sustainable Development assumptions, all teachers, at each education stage, should include in their curricula content supporting efforts towards sustainable development. Knowledge is the basis for acquiring and developing competences. Students’ knowledge may help to shape their competencies in creating sustainable development in social, economical and environmental area. The article presents the results of research on the inclusion of key issues for sustainable development in education programs. Research was conducted since March 2016 to November 2016; 337 teachers employed in the lower and upper secondary school participated in the study. As the analysis of the research showed, Polish teachers are not properly prepared to implement the key issues for sustainable development in their didactic process.


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How to Cite
Mróz, Anna, Iwona Ocetkiewicz, Łukasz Tomczyk, Walotek-ŚciańskaKatarzyna, and Dariusz Rott. 2020. “Sustainable Development in Secondary Schools Curricula. Polish Context”. Voprosy Obrazovaniya / Educational Studies Moscow, no. 1 (March), 182-204.