RCE Penang - 2024

Location

Malaysia
See map: Google Maps
MY
Erasmus+ ICT-Enabled In-Service Training of Teachers to Address Education for Sustainability
CSV
Basic Information
Title of project : 
Erasmus+ ICT-Enabled In-Service Training of Teachers to Address Education for Sustainability
Submitting RCE: 
RCE Penang
Contributing organization(s) : 
School of Educational Studies, USM, Kedah State Education Department, Green Educators’ Workgroup (GREW)
-Primary school
-Secondary school
-Higher education institution
-NGO/NPO
-Local government
Focal point(s) and affiliation(s)
Name: 
Nur Syazwana Hamzah
Organizational Affiliation: 
Universiti Sains Malaysia
E-mail: 
syazwana@usm.my
Format of project: 
Report
Language of project: 
English
Date of submission:
Monday, September 23, 2024
Additional resources: 
https://sites.google.com/view/icteefs-usm-my/home
https://icteefs.frederick.ac.cy/
https://www.youtube.com/watch?v=_gpUnUxVYao
Does this project link to any education and/or sustainable development policy or policies?: 
No
Geographical & Education Information
Region: 
Asia-Pacific
Location(s): 
Malaysia & Europe
Ecosystem(s):

Target Audience:
Community, Higher, Primary, Secondary, Teacher Ed.
Contents
Status: 
Completed
Period: 
January, 2019 to January, 2024
Rationale: 
The ICT-Enabled In-Service Training of Teachers to Address Education for Sustainability (ICTeEfS) project was initiated to meet the growing need for incorporating sustainability and digital literacy into education. With global challenges such as climate change and resource depletion becoming more pressing, the project aimed to equip future educators with the skills to address these issues effectively in the classroom. Aligned with the Malaysian Ministry of Education’s revised curriculum, the project focused on integrating sustainability concepts into teaching practices. Specifically, it supported the implementation of the Cross-Curricular Elements, which highlight Environmental Sustainability Awareness and Global Sustainability as key themes. These elements emphasize nurturing environmental ethics, responsible global citizenship, and preparing students for complex, interconnected global issues. By embedding sustainability principles into teacher training and education programs, the project not only enhanced the curriculum but also contributed to Malaysia’s long-term goals for a more sustainable and equitable future. Through the use of ICT tools and real-world applications, teachers were better prepared to instill sustainable thinking and practices in students, fostering a generation equipped to navigate and solve future challenges
Objectives: 
The Erasmus+ ICT-Enabled In-Service Training of Teachers to Address Education for Sustainability (ICTeEfS) project was designed to integrate Information and Communication Technology (ICT) and Sustainable Development Goals (SDGs) into teacher education and curriculum development at both the institutional and national levels in Malaysia. The project focused on enhancing teacher training programs to incorporate sustainability concepts through digital tools, aligning with the Malaysian Ministry of Education's curriculum reforms. At Universiti Sains Malaysia (USM), nine courses from the School of Educational Studies were selected and revised to include ICT and SDG elements. These courses spanned core subjects such as General Science, Biology, Mathematics, and Geography, directly impacting over 700 pre-service teachers. The revisions embedded sustainability concepts like the six learning pillars of sustainable development, the 10Cs, and four dimensions of sustainable justice. The project also had a broad national and regional outreach, providing training for over 200 in-service teachers from 145 schools across Malaysia. These teachers, in turn, reached more than 2000 students through enhanced sustainability-based curricula. The training programs used a combination of online learning platforms and face-to-face workshops, resulting in the creation of over 100 participatory videos and lesson plans. A key feature of the project was the collaboration between four Regional Centres of Expertise (RCEs): RCE Penang (USM), RCE Yogyakarta (Indonesia), RCE Southern Vietnam, and RCE Crete (Greece). This inter-RCE cooperation strengthened knowledge exchange, capacity-building, and the integration of sustainability education across Southeast Asia and Europe. The ICTeEfS project successfully contributed to both policy alignment and practical changes in teacher education, positioning USM and its RCE partners as leaders in integrating ICT and sustainability in education.
Activities and/or practices employed: 
The learning activities were highly innovative and focused on the integration of Sustainable Development Goals (SDGs) into the curriculum using Information and Communication Technology (ICT) tools. The DeCoRe+ methodology was applied to revise nine courses, embedding SDG principles across disciplines such as General Science, Biology, Mathematics, and Geography.
Training programs included hands-on workshops for both pre-service and in-service teachers, enabling them to develop lesson plans that integrated sustainability concepts. A key feature of the program was the creation of participatory videos (PVs), where teachers and students collaborated to produce videos that demonstrated the real-world application of sustainability in the classroom. These videos served as teaching aids and tools for promoting sustainability education.
Teachers and students engaged in both online and face-to-face training sessions. Google Classroom and other digital platforms were used to facilitate online learning, especially during COVID-19 restrictions, while in-person workshops provided deeper, interactive learning experiences. These learning activities not only enhanced teachers' ability to use ICT in their teaching practices but also empowered them to integrate SDGs effectively, fostering critical thinking, problem-solving, and global awareness in students.
The project reached 200 teachers from 145 schools and impacted over 2000 students, making significant strides in transforming education for sustainability.
Size of academic audience: 
500
Results: 
The ICTeEfS project led to significant outcomes at both the institutional and community levels. At the institutional level, nine courses at Universiti Sains Malaysia (USM) were revised to integrate ICT tools and SDG concepts into the curriculum, impacting over 700 students. This revision strengthened USM’s commitment to sustainability and supported its goal of becoming a sustainability-led university. The integration of SDGs into the curriculum empowered students with a deeper understanding of sustainability, fostering critical thinking and problem-solving skills. At the community level, the project facilitated capacity development by reaching 145 schools and training 200 teachers through workshops and participatory video creation. The ICTeEfS project led to significant outcomes at both the institutional and community levels. At the institutional level, nine courses at Universiti Sains Malaysia (USM) were revised to integrate ICT tools and SDG concepts into the curriculum, impacting over 700 students. This revision strengthened USM’s commitment to sustainability and supported its goal of becoming a sustainability-led university. The integration of SDGs into the curriculum empowered students with a deeper understanding of sustainability, fostering critical thinking and problem-solving skills. At the community level, the project facilitated capacity development by reaching 145 schools and training 200 teachers through workshops and participatory video creation. Teachers were equipped with the skills to integrate sustainability education into their classrooms using innovative ICT methods. These teachers, in turn, impacted more than 2000 students, creating a ripple effect that extended the project’s influence across the region. The project also contributed to community change by strengthening partnerships between educational institutions, NGOs, and local governments. These collaborations ensured the ongoing sustainability of the project and enabled its expansion beyond the initial schools involved. Additionally, the training modules and participatory videos created during the project are now being used as resources to further scale sustainability education efforts in other schools and regions.
Overall, the ICTeEfS project brought about institutional changes at USM by embedding sustainability into the core educational framework, while also promoting long-term community engagement and capacity building. By empowering teachers and students with the tools and knowledge to address real-world sustainability challenges, the project has laid the foundation for a more sustainable future, both within the education system and in the broader community.
• Training Modules: Two modules were created for teachers, integrating ICT and sustainability concepts, used to train both pre-service and in-service teachers.
• Workshops: The project organized workshops for pre-service and in-service teachers, providing hands-on training in sustainability education and ICT tools.
• Publications: Academic papers on curriculum revisions and sustainability integration were presented at the 1st International Virtual Conference organized by RCE Crete, contributing to the global dialogue on sustainability education.
• Participatory Videos: Teachers produced 129 participatory videos, along with lesson plans and storyboards, as part of their training. These materials served as teaching aids and tools to scale the project’s impact.

Lessons learned: 
Key lessons from the project include the importance of building strong partnerships with government agencies and local education authorities. Collaborating with the Kedah State Education Department proved crucial in securing teacher participation and ensuring project success. Another lesson was the need for flexible funding mechanisms, as securing additional grants was essential for covering unforeseen expenses. The project also demonstrated the effectiveness of digital platforms in facilitating teacher training, particularly in managing time and participation during a global pandemic. Lastly, adaptability was key in responding to challenges, such as shifting to online learning environments when needed.
Funding: 
Erasmus
Universiti Sains Malaysia

Pictures:

File Name Caption for picture Photo Credit
Image icon ICTeEfS_pic1.jpeg (162.87 KB)
Image icon ICTeEfS_pic2.jpeg (108.55 KB)
Image icon ICTeEfS_pic3.jpeg (125.95 KB)
UN Sustainable Development Goals (SDGs)
(https://sustainabledevelopment.un.org/sdgs) and other themes of Education for Sustainable Development (ESD)
SDG 1 - End poverty in all its forms everywhere 
Indirect
SDG 2 - End hunger, achieve food security and improved nutrition, and promote sustainable agriculture 
Indirect
SDG 3 - Ensure healthy lives and promote wellbeing for all at all ages 
Indirect
SDG 4 - Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all 
Direct
SDG 5 - Achieve gender equality and empower all women and girls 
Indirect
SDG 6 - Ensure availability and sustainable management of water and sanitation for all 
Indirect
SDG 7 - Ensure access to affordable, reliable, sustainable and modern energy for all 
Indirect
SDG 8 - Promote sustained, inclusive and sustainable economic growth, full and productive employment, and decent work for all 
Direct
SDG 9 - Build resilient infrastructure, promote inclusive and sustainable industrialisation, and foster innovation 
Direct
SDG 10 - Reduce inequality within and among countries 
Indirect
SDG 11 - Make cities and human settlements inclusive, safe, resilient and sustainable 
Direct
SDG 12 - Ensure sustainable consumption and production patterns 
Direct
SDG 13 - Take urgent action to combat climate change and its impacts 
Indirect
SDG 14 - Conserve and sustainably use the oceans, seas and marine resources for sustainable development 
Indirect
SDG 15 - Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification and halt and reverse land degradation, and halt biodiversity loss 
Direct
SDG 16 - Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels 
Direct
SDG 17 - Strengthen the means of implementation and revitalise the global partnership for sustainable development 
Direct
Theme
Disaster Risk Reduction 
Indirect
Traditional Knowledge  
Indirect
Agriculture 
Indirect
Arts 
Direct
Curriculum Development 
Direct
Ecotourism 
Indirect
Forests/Trees 
Indirect
Plants & Animals 
Indirect
Waste 
Indirect
ESD for 2030-Priority Action Areas
Priority Action Area 1 - Advancing policy 
state: 
Indirect
Priority Action Area 2 - Transforming learning and training environments 
state: 
Direct
Priority Action Area 3 - Developing capacities of educators and trainers 
state: 
Direct
Priority Action Area 4 - Mobilizing youth 
state: 
Indirect
Priority Action Area 5 - Accelerating sustainable solutions at local level 
state: 
Direct
Update: 
No
I acknowledge the above: 
Yes