In-Service Teachers' Awareness of Integrating Ubuntu Values in Teaching Environmental Education

Abstract

In recent years, there has been a renewed call to raise in-service teachers' awareness of incorporating Ubuntu principles into teaching environmental education in South Africa. This call has become urgent due to the increasing impact of climate change, particularly the devastating effects of flooding in Cape Town and extreme weather conditions experienced across the country. Grounded in critical pedagogy theory, this study seeks to enhance in-service teachers' understanding of Ubuntu values in the context of environmental education. The research employs a systematic literature review to assess the awareness levels of in-service teachers and their integration of cultural values, such as Ubuntu, in environmental education. Eight relevant articles were selected based on inclusion and exclusion criteria. The databases used for article selection included Google Scholar, ResearchGate, Scopus, ERIC, Web of Science, and EBSCO. The findings reveal a low awareness of Ubuntu values among in-service teachers, resulting in limited integration of these values into environmental education. Additionally, most in-service teachers did not encounter Ubuntu values in their pre-service education programs and exhibited little interest in incorporating them into their teaching practices. The study concludes that in-service teachers' awareness and integration of Ubuntu principles remain inadequate. It recommends that the Department of Basic Education provide targeted training to improve teachers' understanding of Ubuntu values and their application in environmental education.