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Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS) (Vol 1 No 1)
| Abstract: This study assessed pre-service teacher knowledge, skills and attitude towards inclusive and sustainable development (ISD) in education among students of colleges of education in Oyo State, Nigeria. The study adopted survey research design and was guided by five hypotheses tested at 0.05 level of significance. Respondents were 385 students of colleges of education within Oyo State. They were selected using proportionate-stratified random sampling technique. Data was collected using Questionnaire on Knowledge, Skill and Attitude towards Inclusive Sustainable Development (QKESAISD) designed and validated by the researcher (r= 0.73). Data collected was analysed using frequency count, mean and standard, population t-test, independent t-test and analysis of variance (ANOVA). Results shows that compared with the population, the pre-service teachers had high level of knowledge (N = 385, Mean = 12.7, SD = 1.45; t = 31.47) and high level of skills (N = 385, Mean = 12.73, SD = 1.13; t = 46.58) for ISD in education. The study found that the respondents had poor attitude towards ISD in education (N = 385, Mean = 8.85, SD = 1.838; t = -64.15). The study also revealed that significant difference in the knowledge of the pre-service year across levels of study (F-ratio (2,381) =285.029; p = .000) with those in the final year showing the best knowledge but no significant difference in attitude across levels of study. The study suggests fostering attitudinal change among pre-service teachers, implementing targeted professional development for sustainability challenges, and consistently integrating sustainable development and inclusive education concepts into teacher education curricula at all levels. |
| Keywords: Attitude, Inclusive Education, Knowledge, Skills, Sustainable Development |
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