Development and validation of a sustainable education scale

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dc.authoridSOGUT, Sibel/0000-0002-3395-7445
dc.authoridCam Tosun, Figen/0000-0001-8303-2179
dc.contributor.authorCam-Tosun, Figen
dc.contributor.authorSogut, Sibel
dc.date.accessioned2025-03-23T19:47:06Z
dc.date.available2025-03-23T19:47:06Z
dc.date.issued2024
dc.departmentSinop Üniversitesi
dc.description.abstractThis study introduces the Sustainable Education Scale (SES), a novel instrument designed to elicit teachers' perspectives on sustainable education. Grounded in human rights education, sustainable development, social justice, and psychometrics, this survey model-driven study systematically develops and validates the SES. Drawing on an in-depth literature review, expert opinions, and pilot testing, the SES comprises 19 items across four sub-dimensions: Equality in Education, Inclusiveness in Education, Quality in Education, and Democratic Education. Designing a survey based on the quantitative research model, the data was gathered from 573 participating teachers via the criterion sampling method. Demographic analysis indicates that 65.09% of the participating teachers are female (n = 373), while 3.90% are male (n = 200), and most of them have undergraduate degrees with 21 years or more of teaching experience. Construct validity and factor structure were identified through exploratory factor analysis with 273 teacher responses, whereas the validation of the identified structure was performed through CFA from a sample of 300 teachers. Cronbach's alpha and composite reliability coefficient were calculated to ensure the reliability of the scale. The SES scale emerged as valid and reliable data to reveal teachers' perspectives on sustainable education. It stands as an innovative tool for researchers, policymakers, and educators to examine, promote, and advance global goals for inclusive, equitable, and quality learning.
dc.identifier.doi10.1002/sd.2892
dc.identifier.endpage4096
dc.identifier.issn0968-0802
dc.identifier.issn1099-1719
dc.identifier.issue4
dc.identifier.scopus2-s2.0-85181902667
dc.identifier.scopusqualityQ1
dc.identifier.startpage4082
dc.identifier.urihttps://doi.org/10.1002/sd.2892
dc.identifier.urihttps://hdl.handle.net/11486/7284
dc.identifier.volume32
dc.identifier.wosWOS:001139924300001
dc.identifier.wosqualityQ1
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherWiley
dc.relation.ispartofSustainable Development
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_WOS_20250323
dc.subjectfactor analysis
dc.subjectreliability
dc.subjectscale development
dc.subjectsustainable education
dc.subjectteachers' perspectives
dc.subjectvalidity
dc.titleDevelopment and validation of a sustainable education scale
dc.typeArticle

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