Articles

A Proposed Process Framework for Developing the Competencies of Primary School Teachers in Facilitating Game-Based Learning Oriented Towards Education for Sustainable Development

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Education for Sustainable Development (ESD) through Game-Based Learning (GBL) is a highly effective pedagogical approach, creating a simulation space that helps primary school students experience and solve practical problems. However, through a review of international literature, the article points out a paradox: although teachers support GBL, the lack of games literacy and design skills makes them passively reuse available games on gaming platforms. In order to thoroughly address this gap, the study proposes a strategic shift in training towards Learning by Design and Mentoring. The core contribution of this article is a practical 4-stage professional development process framework: Activating and enhancing game awareness, Game design and creation, Honing pedagogical and reflective skills, and Practical implementation and mentoring. This is a standardized roadmap that helps educational institutions confidently transform their teaching staff from users into designers of sustainable educational environments.

Behavior of Educational Organizations in Education for Sustainable Development

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This article deals with a literature review of internalizing Education of Sustainable Development (ESD) in Indonesia. The approach used in this research is a qualitative approach with a comparative descriptive method. Sustainable development is not only a way to overcome environmental crises, but also social and economic crises experienced in various parts of the world. One form of education that can have a major impact on development is Education for Sustainable. Development (ESD). Education for Sustainable Development enables every human being to acquire the knowledge, skills, attitudes and values needed to shape a sustainable future. The implementation of ESD in each school has various variations according to the school’s perception. The condition of the school background is correlated with efforts to implement ESD practices. The supporting factor for the implementation of ESD in elementary schools is if the school has a good concept and implementation related to aspects of school policy, school strategy, conception of implementing components and commitment to implementing activities. The inhibiting factor for the implementation of ESD in elementary schools is if the school does not have good policies and strategies related to ESD development and a low level of awareness regarding the conception and commitment to implementing ESD-based activities.