ISSN 2360-7963
Abstract This study aims to investigate the perceptions of higher education instructors in universities across the United Arab Emirates (UAE) regarding education for sustainable development (ESD) within science, technology, engineering, and mathematics (STEM) education. It focuses on three key constructs: knowledge, skills, and attitudes. Several independent variables were also considered, including gender, educational program, educational level, years of service, and the institution's location. The study adopted a descriptive approach and gathered data through a cross-sectional survey. A cohort of 200 participants took part in an e-education survey that focused on ESD knowledge, skills, and attitudes towards STEM education. We employed various analytical methods, including descriptive analyses, analyses of variance, and t-tests. The study revealed that instructors across STEM education showed high attitudes towards ESD, particularly in terms ofn-STEM instructors had lower perceptions and highlighted students' ESD knowledge deficiencies. Skills and knowledge. HEI instructors had similar perceptions, while male instructors exhibited greater understanding compared to females. Non-STEM instructors had lower perceptions and highlighted student deficiencies in ESD knowledge. Engineering instructors emphasized mathematical thinking for sustainable development. Experience played a role, with veteran instructors advocating for national prioritization of STEM and ESD integration.
Keywords: Higher Education Instructors, STEM education, ESD, Sustainability