Page 15 - EDUCON 2022 Book of Abstracts

Aim: In this study, the contribution of online collaborative learning to
Education for Sustainable Development (ESD) in teacher education
was investigated.
Methodology: This was a qualitative study, focusing on student
teachers’ online collaborative tasks on sustainability education. Data
were gathered through semi-structured interviews and individual
reflections
Results: It emerged that the ESD tasks developed students' abilities to
solve problems, collaborate, think critically, raise awareness, act and
clarify values regarding sustainability issues. It further emerged that
poor communication, lack of connectivity, unequal contribution,
conflict among group members, poor attendance and lack of
collaboration were amongst the challenges of online collaborative
learning.
Conclusion: If challenges of online collaborative learning can be
addressed, online platforms have the potential to enhance student
teachers’ knowledge and learning of sustainability content and
ultimately contribute to the quality of teacher education.
Keywords: Education for Sustainable Development, collaborative
learning, teacher education, sustainability competencies, online
collaborative learning

3.Chirimbana, M. L. L. Nghipandulwa, L.L., Kaundjua, A.O.,
Enhancing self-regulated learning in mathematics through the
setting of academic and behavioural goals at the Science foundation
programme Oshakati campus
Background: The study evaluated the obstacles experienced by
mathematics teachers in applying the redesigned curriculum for the
Namibian Senior Secondary Certificate Ordinary (NSSCO) in Endola
Circuit, Ohangwena Region.

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