Assessment of Teachers' Awareness Level of Tribal Indigenous Practices and its Integration in School Education System for Attainment of Sustainable Development

Abstract

The Sustainable Development Goals (SDGs) are largely facilitated by ESD, which focuses on creating the behaviours that individuals and communities need to live sustainably, to meet present needs without endangering the ability of future generations to do the same. Education address interconnected global concerns including inequality, unsustainable resource use and climate change and biodiversity loss. Tribal indigenous practices are the observations, innovations, customs, beliefs, and written and oral wisdom that indigenous tribes and people have produced through their interactions and experiences with the environment. The present research study explored the teachers' awareness level of tribal indigenous practices and its integration in school education system for attaining sustainable development goals in the state of Jharkhand in India.  To conduct this research study 80 teachers were selected through multistage cluster samplings from five province of Jharkhand. The result of this research study revealed that the secondary school teachers’ exhibited average level of awareness regarding tribal indigenous practices and further their integration of the tribal indigenous practices in school education system in also at average level. There was not any significant difference of awareness level of tribal indigenous practices among secondary school teachers with respect to gender and experience. Teachers displayed significant differences in awareness level of tribal indigenous practices only in respect of stream; Science teachers showed significantly better awareness level of  tribal indigenous practices than social science teacher.