RCE Penang - 2023

Empowering Preschool Teachers Knowledge Attitude and Practices of Systems Thinking
CSV
Basic Information
Title of project : 
Empowering Preschool Teachers Knowledge Attitude and Practices of Systems Thinking
Submitting RCE: 
RCE Penang
Contributing organization(s) : 
Centre for Global Sustainability Studies
Penang State Education Department
SK Kepala Batas
SK Tanjung Bungah
SJKT Palaniandy
SJKT Perkampungan Berapit
Focal point(s) and affiliation(s)
Name: 
Assoc. Prof. Dr. Aswati Hamzah
Organizational Affiliation: 
RCE Penang,CGSS & School of Educational Studies, Universiti Sains Malaysia
E-mail: 
aswati@usm.my
Name: 
Wan Sharipahmira Mohd Zain
Organizational Affiliation: 
Centre for Global Sustainability Studies, Universiti Sains Malaysia
E-mail: 
wansharipahmira@usm.my
Name: 
Assoc. Prof Dr. Japareng Lalung
Organizational Affiliation: 
RCE Penang, CGSS & School of Technology Industry, Universiti Sains Malaysia
E-mail: 
japareng@usm.my
Name: 
Assoc. Prof Dr. Asyirah Abdul Rahim
Organizational Affiliation: 
RCE Penang, CGSS & School of Humanities, Universiti Sains Malaysia
E-mail: 
asyirah@usm.my
Name: 
Assoc. Prof Dr. Nik Norma Nik Hasan
Organizational Affiliation: 
RCE Penang, CGSS & School of Communication, Universiti Sains Malaysia
E-mail: 
niknorma@usm.my
Name: 
Assoc Prof Dr. Mohd Hafizal Mohd Isa
Organizational Affiliation: 
RCE Penang, CGSS & School of Housing, Building and Planning, Universiti Sains Malaysia
E-mail: 
hafizal@usm.my
Format of project: 
Report, PowerPoint
Language of project: 
English
Date of submission:
Friday, July 21, 2023
Does this project link to any education and/or sustainable development policy or policies?: 
Yes
Malaysia Education Blueprint
At what level is the policy operating?: 
National
Geographical & Education Information
Region: 
Asia-Pacific
Country: 
Malaysia
Location(s): 
Penang
Address of focal point institution for project: 
RCE Penang
Centre for Global Sustainability Studies (CGSS)
Level 5, Hamzah Sendut Library
Universiti Sains Malaysia
11800, USM Pulau Pinang, Malaysia
Ecosystem(s):
Agricultural, Fresh water, Grassland
Target Audience:
Community, Primary, Teacher Ed., Youth (Informal)
Socioeconomic and environmental characteristics of the area : 
The integration of systems thinking and dynamic modeling into education, aligned with the UN's sustainable development goals (SDGs), equips students with skills to understand the world's complexity. While some argue that children inherently possess systems thinking abilities, research suggests that all age groups often lack understanding of intricate systems. Implementing systems thinking in classrooms enhances critical thinking and problem-solving. For preschoolers, grasping hidden dimensions, perceiving the whole system, recognizing causality, understanding feedback loops, predicting outcomes, and identifying points of intervention are crucial. Understanding young children's sustainability-related skills is vital for promoting sustainable living and achieving SDGs.

Description of sustainable development challenge(s) in the area the project addresses: 
The sustainable development challenge in the addressed area involves effectively incorporating sustainability education into preschool curricula. While preschoolers can benefit from SDG-related knowledge shared by teachers and engage in projects applying that knowledge, there is a need for innovative teaching methodologies. Teachers' readiness and expertise in applying systems thinking and sustainability practices are crucial. Ensuring teachers receive expert guidance to integrate these concepts can enhance students' understanding of how sustainability projects contribute to climate action. Additionally, well-prepared teachers can foster positive sustainability attitudes and behaviors in students from the start of their formal education journey, contributing to a more environmentally conscious generation and the successful implementation of Education for Sustainable Development (ESD).
Contents
Status: 
Completed
Period: 
June, 2022
Rationale: 
This project's rationale is rooted in recognizing the transformative influence of early exposure to sustainability concepts on preschool students and educators alike. Engaging preschoolers in sustainability-focused projects, especially those aligned with the Sustainable Development Goals (SDGs), empowers them with practical knowledge and application skills within their school environment. This hands-on engagement deepens their comprehension of how such projects contribute to climate action, nurturing a sense of environmental responsibility early on.

Moreover, the project emphasizes the pivotal role of teachers' preparedness in sustainability knowledge, a factor that significantly shapes students' attitudes and behaviors. Educators well-versed in sustainability practices can effectively transmit this knowledge, molding students' values and conduct right from the onset of formal education. Additionally, teachers embracing Education for Sustainable Development (ESD) with positivity can establish a culture of sustainability in their classrooms and schools.

Collaboration between schools and universities holds potential for advancing this initiative. Developing teaching tools and learning resources that foster systems thinking through this partnership enriches educational quality. Through workshops, classroom modules, and living lab initiatives, effective dissemination of knowledge occurs.

In summary, this project's rationale hinges on its potential to instill a sustainable mindset in preschoolers, leverage teachers' readiness to positively impact student outlooks, and elevate education standards via collaborative university-school efforts. This comprehensive approach underscores the paramount importance of early education in nurturing a generation that embodies sustainability consciousness and possesses the capacity to tackle intricate global challenges.
Objectives: 
1. To impart systems thinking knowledge and practices among pre-school teachers
2. To create systematic modules as teaching and learning tools through partnership
approaches
3. To develop appropriate mindset and behavior on ESD among pre-school teachers
4. To empower teachers and pre-school students to be enabler of ESD

Activities and/or practices employed: 
The project empowers pre-school teachers in systems thinking, conducts knowledge-sharing workshops for sustainability concepts, develops practical classroom modules, and initiates a "living lab" for real-world sustainability projects. It emphasizes knowledge distribution and encourages student engagement in SDG-related projects. By enhancing teachers' readiness and engaging students, the project cultivates a generation skilled in addressing global challenges through systems thinking and sustainability action.
Size of academic audience: 
200
Results: 
The project empowers preschool teachers in systems thinking, conducts knowledge-sharing workshops for sustainability concepts, develops practical classroom modules, and initiates a "living lab" for real-world sustainability projects. It emphasizes knowledge distribution and encourages student engagement in SDG-related projects. By enhancing teachers' readiness and engaging students, the project cultivates a generation skilled in addressing global challenges through systems thinking and sustainability action.

Results of the project include improving education quality for enhanced student outcomes, fostering an ESD and SDG mindset among teachers and children via modular approaches, and positive student response and cooperation in relating to the conducted activities. Additionally, a module titled "MENYEMAI PEMIKIRAN SISTEM MELALUI PENDEKATAN BERASASKAN PROJEK SDG DALAM AMALAN PEDAGOGI PRA SEKOLAH" has been generated, further contributing to promoting ESD and nurturing systems thinking in partnership between schools and universities.
Lessons learned: 
Lessons learned from this project underscore the importance of empowering teachers in systems thinking and integrating sustainability concepts early on. Challenges included adapting materials for young learners and ensuring sustained teacher engagement. Opportunities arose through effective knowledge-sharing workshops and the living lab approach. Improved education quality, positive student response, and the creation of a module highlight successes. The project showcases that fostering an ESD and SDG mindset in both teachers and children through practical approaches positively impacts education quality and prepares the next generation for global challenges. The collaboration between schools and universities proves essential for developing innovative teaching tools and methodologies.

Key messages: 
Our project empowers preschool teachers with systems thinking, conducts workshops for sustainable education, and creates practical modules. Through real-world projects, we nurture a generation capable of global problem-solving. The project enhances teaching quality, instills an ESD mindset, and fosters student engagement, all while fostering partnerships between schools and universities.
Relationship to other RCE activities: 
The project's focus on empowering teachers and engaging students through systems thinking aligns with broader Education for Sustainable Development (ESD) efforts. It complements existing initiatives by incorporating practical modules, knowledge-sharing workshops, and real-world projects. By fostering an ESD and SDG mindset, enhancing education quality, and promoting active student participation, the project contributes to a holistic approach to ESD. Furthermore, the module generated adds to the available resources for promoting ESD and systems thinking, facilitating collaboration between educational institutions and advancing sustainable education practices. Overall, the project synergizes with and enhances the broader landscape of ESD activities.

Funding: 
Penang Education Council (PEC)

Pictures:

File Name Caption for picture Photo Credit
Image icon Slide5.JPG (350.52 KB) System Thinking1 RCE Penang
Image icon Slide9.JPG (326.8 KB) System Thinking2
Image icon Slide10.JPG (416.89 KB) System Thinking3
Image icon Slide13.JPG (340.23 KB) System Thinking4
Image icon Slide14.JPG (353.1 KB) System Thinking5
Image icon Slide17.JPG (372.11 KB) System Thinking6
Image icon Slide18.JPG (339.16 KB) System Thinking7
References and reference materials: 
PDF icon PPT Slide Progress Final Report Systems Thinking.pdf
PDF icon Module System Thinking_05042023.pdf
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 
Direct
SDG 2 - End hunger, achieve food security and improved nutrition, and promote sustainable agriculture 
Direct
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 
Direct
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 
Indirect
SDG 9 - Build resilient infrastructure, promote inclusive and sustainable industrialisation, and foster innovation 
Indirect
SDG 10 - Reduce inequality within and among countries 
Indirect
SDG 11 - Make cities and human settlements inclusive, safe, resilient and sustainable 
Indirect
SDG 12 - Ensure sustainable consumption and production patterns 
Direct
SDG 13 - Take urgent action to combat climate change and its impacts 
Direct
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 
Indirect
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 
Direct
Arts 
Indirect
Curriculum Development 
Direct
Ecotourism 
Indirect
Forests/Trees 
Direct
Plants & Animals 
Indirect
Waste 
Direct
ESD for 2030-Priority Action Areas
Priority Action Area 1 - Advancing policy 
state: 
Direct
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