Akademik Veri Yönetim Sistemi
ECER 2025, Belgrade, Sırbistan, 8 - 12 Eylül 2025, ss.1-2, (Özet Bildiri)
This project investigates the
professional development needs, expectations, and plans of mid-career faculty
members working in foundation universities in Türkiye, within the scope of
Education for Sustainable Development (ESD). By enhancing alignment with the
United Nations' 2030 SDGs, universities aim to improve the quality and
relevance of higher education practices worldwide ( Leal Filho et al., 2021).
The study examines the influence of this global movement in higher education to
integrate the Sustainable Development Goals (SDGs) into universities’ strategic
planning and program renewal on academics’ professional development.
The professional development
needs of academics are evolving rapidly, requiring a reevaluation of course
planning, content design, and teaching practices (Biasutti et al., 2018). While
previous studies have examined general professional development needs of
academics (Elci, 2021; Khan et al., 2014;Leibowitz, 2015) there is a research
gap concerning the specific competencies, motivations, and institutional
influences tied to Education for Sustainable Development (ESD). Türkiye has
demonstrated its commitment to integrating ESD into higher educational policies
and programs (Bourn & Sosyal, 2021), with a focus on creating fair,
inclusive, and democratic classrooms (Ince et al., 2022). This situation
created additional responsibilities on Turkish academics, especially those
working in the field of education, to revise their professional development
goals and comply with the recent changes in the institutions (Atar &
Rahman, 2019). Addressing the demand over academics to adapt SDG in their
professional development needs, goals, and academic competencies within the
framework of sustainable development goals, this study explores the motivations
and needs of academics regarding their professional growth in alignment with
ESD, offering new insights into how higher education institutions can better
support faculty development through sustainability initiatives.
UNESCO’s (2017) Education for
Sustainable Development (ESD) framework serves as a guiding model, emphasizing
four critical dimensions for faculty development: 1) Learning to know –
Understanding global and local challenges, along with the role of educators and
students in addressing these issues; 2) Learning to do – Acquiring practical
skills and action competencies aligned with ESD;3) Learning to live together –
Developing partnerships, embracing pluralism, and promoting mutual
understanding; and; and 4) Learning to be – Fostering personal responsibility,
autonomy, and appreciation for sustainability principles. These dimensions
guide the exploration of academics’ competencies, needs, and motivations. In
addition, the study considers the dynamic interplay between personal
aspirations and institutional objectives, reflecting the transformative
potential of professional development efforts in higher education (Barth et
al., 2007).
Guided by this framework, the
study seeks to address the following research questions:
1. How
do academics assess their understanding of Sustainable Development Goals (SDG)
and Education for Sustainable Development (ESD) in the context of their
professional growth?
2. How
do academics construct their professional goals and aspirations within their
current academic environment?
3. How
do institutional commitment to the Sustainable Development Goals (SDG)
influence academics' professional development plans?
By addressing these questions, the study contributes to understanding how higher education institutions and faculty can collaborate to align professional development practices with global sustainability objectives, fostering a culture of collaboration and open-minded learning that connects academic traditions to a sustainable future.
Methodology or Methods/ Research Instruments
or Sources Used
This qualitative study employed a
case study design (Yin, 2009) to gain concrete, contextual, and in-depth
knowledge about the experiences and perspectives of faculty on their
professional development. This design enabled us to gain a deeper understanding
of the realities and meanings constructed by the participants (Bogdan &
Biklen, 2007) and describe the shared meanings in participants' perceptions
regarding their professional development and motivations guided by
institutional commitment to SDG and ESD (Creswell, 2013).
The participants for this case study were recruited from the Faculty of
Education at a foundation university in Turkiye using the convenient sampling
method (Patton, 2002) to have information-rich cases that would provide
insights and an in-depth understanding of the questions guiding the study.
Selection criteria included being a full-time assistant professor at a
foundation university for at least one academic year. The Faculty of Education
has 17 assistant professors. Among them, 4 of them are male and 13 are female
academics. All faculty were invited but 10 of them volunteered to participate
in the study.
Data was gathered using a self-designed, semi-structured interview guide. The
semi-structured in-depth interview protocol included specific questions on
their perspectives of SDG and ESD, the goals and needs concerning their
professional development, and strategies they developed to pursue their
academic development plans, and challenges they experienced during their
academic development. Each interview, which lasted between 30 to 40 minutes,
was conducted in person and audio-recorded upon the approval of the
participants.
Data analysis included reading the transcripts of the interviews and
identifying the issues and blocks, and common themes (Yin, 2003) by examining
the upper-level and lower-level themes in overarching participants’ experiences
(Carspecken, 2013). The data analysis process also consists of triangulation of
coded themes by the researchers separately. The codes were thematized after the
consensus between the researchers.
Conclusions, Expected Outcomes or Findings
Awareness and knowledge of SDGs
Academics are generally aware of the SDGs and recognize the need to align their
work with them, but their understanding varies. Some have only a superficial
grasp, which doesn’t translate into practical application. Those unsure about
specific SDG targets feel pressured to align their research and teaching,
leading to frustration and tokenistic efforts as SDGs become part of
performance evaluations.
Motivation and actions
Institutional expectations and demands shape faculty professional development,
influencing their research and teaching. While they recognize the global impact
of their work on the SDGs, pressure to meet metrics like publication counts or
teaching hours often undermines their intrinsic motivation for meaningful,
creative, and socially impactful work, such as ESD. These expectations can
conflict with their personal professional goals.
Faculty needs
Findings highlight key needs that should inform the design of professional
development programs and academic performance evaluations for faculty. These
include training on SDGs, support for work-life , strength-based and customized
evaluations, collaborative mentorship programs, and institutional backing for
personal professional development goals. Addressing these areas can enhance
faculty engagement, well-being, and effectiveness in academia.
Professional development and evaluation systems
Participants express frustration with standardized, quantifiable performance
evaluations that do not align with the realities of their work. The rigid,
metrics-driven approach to evaluation challenges faculty's creative potential
and motivation, reducing their sense of personal responsibility.
In conclusion, ESD aims to transform education to address global challenges,
requiring faculty to rethink their teaching and research. For effective
transformation, faculty need the freedom to incorporate SDG principles in ways
that align with their disciplines. Institutions should invest in SDGs and
professional development training programs that cover both the SDGs and their
specific application to different fields, and align with faculty needs.
Additionally, the criteria of academic performance evaluation should be
reconsidered.
References
References
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