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Sustainable Development Goal for Education: Teachers’ Perspectives on Climate Change Education in Senior High Schools (SHS)
By Opuni-Frimpong, Nana Yeboaa
Any program intended to equip the populace, particularly young people, to combat climate change and its repercussions must include education. As crucial stakeholders in education, teachers have the primary responsibility of preparing young people to deal with the effects of climate change. In two districts of Ghana’s Bono region, the study assessed SHS teachers’ viewpoints on climate change and their willingness to include climate change concerns in classes. The degree to which climate change was incorporated into the syllabi of selected disciplines was also assessed. For this study, data was collected from a hundred (n = 100) SHS teachers from 10 of the 15 schools in the study area using a simple random sampling method. The Pearson chi-square test was used to examine the association between the subject content and teachers’ desire to teach climate change. The data were analyzed using SPSS (v25). The findings demonstrated that teachers’ readiness to educate about climate change was influenced by the subjects they taught. Subjects that were not science-based provided little information on climate change to teachers. Climate change is addressed in many areas in Integrated Science and Social Studies, and it is a core topic for all students. Climate change should be taught using an interdisciplinary approach, and in-service training for teachers could be beneficial. © 2022 by the authors. Licensee MDPI, Basel, Switzerland.
Nomophobia among Preservice Teachers: a descriptive correlational study at Ghanaian Colleges of Education
By Essel, Harry Barton
The present study aimed at investigating nomophobia prevalence, thus, recurrence of anxiety without a smartphone, with preservice teachers in the Colleges of Education, Ghana. An actual sample of 345 preservice teachers responded to a 20-item questionnaire on nomophobia (NMP-Q). A one-way MANOVA between different groups statistics was applied in determining the differences in nomophobic behaviours among preservice teachers based on non-technology-related variables (gender, age, specialism, subjective economic status, sleep/rest hours, and religion) and technology-related variables (number of smartphones owned, smartphone ownership duration, active internet services, and daily internet usage time). The results evidenced that the vast majority of preservice teachers had mild to severe nomophobia, and their most significant anxiety was related to access to information and communication. Besides, non-technology-related variables in gender, sleep hours, and subjective economic status significantly impacted the preservice teachers' nomophobia. Technology-related variables that significantly influenced the nomophobic behaviour of preservice teachers included the number of smartphones owned, smartphone ownership duration, and active internet service. A sizable majority of the preservice teachers showed signs of mild to severe nomophobia. The present study provides prefatory support for the prevalence of nomophobia among the Ghanaian preservice teachers.
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