Sustainability and Learners Knowledge, Skills and Poverty Reduction

Abstract

The study examined sustainability in education preparing learners for a changing world. Five research questions and five hypotheses were answered and tested. A descriptive research design of correlational type was used. The population of this study comprised 476 public secondary school teachers in Ijebu Ode local government area. A total of 200 public secondary school teachers were selected as sample size using stratified sampling technique. A self-researcher-designed instrument tagged: Sustainability in Education and Preparing Learners Changing World Questionnaire (SEPLCWQ) was used for data collection with reliability coefficient 0.86. Inferential statistic of regression analysis used for answering research questions. The findings of the study revealed that sustainability in education can equip learners with knowledge and values needed for a changing world (β = .126, t = 2.287, p < .05). Sustainability in education promote learners’ awareness needed for changing world (β = .270, t = 4.823, p < .05). Sustainability in education promote learners to develop teaching sustainable life skills (β = .511, t = 18.841, p < .05). Sustainability in education promote learners’ social inclusivity (β = .804, t = 42.853, p < .05). This implied that sustainability in education can promote learners’ social inclusivity. This further implied that about 80.4% increases in learners’ social inclusivity could be attributed towards sustainability in education. Sustainability in education could aid learners’ poverty reduction (β = .588, t = 23.079, p < .05). Government and other stakeholders in education should increase effort towards sustainability in education which can equip learners with knowledge and values needed for a changing world.