Social representations of 'education for sustainable development for 2030' of teachers at secondary public schools in Cameroon

Abstract

This study shows that education for sustainable development in public establishments in the city of Yaoundé/Cameroon remains strongly weakened by the lack of structured knowledge of teachers on the Sustainable Development Goals (SDGs). In this context, education for sustainable development for the period 2020-2030 can only be of obvious interest if it is socially recognized and promoted in schools by the competent authorities.

Keywords

• Education for sustainable development (ESD)
• Sustainable Development Goals (SDGs)
• Social representations (SR)
• Teachers
• Secondary education
• Yaoundé