This research was commissioned by the (then) Department of Environment and Conservation (DEC) to provide recommendations on how to best support Western Australian (WA) secondary schools to engage in education for sustainability (EfS). The research aims were to identify barriers and benefits to being involved in EfS, the support systems required for schools to participate in EfS at secondary school level, and the difficulties that secondary schools experience when implementing EfS programs. A variety of research methods were utilised: semi-structured interviews with non-teaching stakeholders; online questionnaires for teachers, school administrators and students; focus groups and semi-structured interviews with teachers and school administrators; and an expert panel workshop to discuss data and recommendations prior to completion of a final report. Data were collected from 29 schools, 45 teachers and school administrators, 186 students, and various EfS external providers and stakeholders across metropolitan and regional WA. This article focuses on three issues identified in the data that we consider important and under-represented in discourses of EfS in Australia: lack of understanding about what EfS means among educators; lack of meaningful student involvement in EfS in secondary schools; and differing quality in EfS programs offered by external providers. We conclude this article by offering ways to improve EfS in WA secondary schools.

中文翻译：

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西澳大利亚中学的可持续发展教育：我们在做吗？

这项研究受（当时的）环境与保护部 (DEC) 委托，就如何最好地支持西澳大利亚 (WA) 中学参与可持续发展教育 (EfS) 提供建议。该研究旨在确定参与 EfS 的障碍和好处、学校在中学阶段参与 EfS 所需的支持系统以及中学在实施 EfS 计划时遇到的困难。使用了多种研究方法：与非教学利益相关者进行半结构化访谈；针对教师、学校管理人员和学生的在线问卷调查；焦点小组和与教师和学校管理人员的半结构化访谈；和专家小组研讨会，在完成最终报告之前讨论数据和建议。数据来自西澳大都市和地区的 29 所学校、45 名教师和学校管理人员、186 名学生以及各种 EfS 外部提供者和利益相关者。本文重点关注数据中确定的三个我们认为在澳大利亚 EfS 讨论中重要且代表性不足的问题：对教育工作者中 EfS 的含义缺乏了解；中学 EfS 缺乏有意义的学生参与；以及外部供应商提供的 EfS 计划质量不同。我们通过提供改善西澳中学 EfS 的方法来结束本文。本文重点关注数据中确定的三个我们认为在澳大利亚 EfS 讨论中重要且代表性不足的问题：对教育工作者中 EfS 的含义缺乏了解；中学 EfS 缺乏有意义的学生参与；以及外部供应商提供的 EfS 计划质量不同。我们通过提供改善西澳中学 EfS 的方法来结束本文。本文重点关注数据中确定的三个问题，我们认为这些问题在澳大利亚的 EfS 论述中很重要且代表性不足：对教育工作者中 EfS 的含义缺乏了解；中学 EfS 缺乏有意义的学生参与；以及外部供应商提供的 EfS 计划质量不同。我们通过提供改善西澳中学 EfS 的方法来结束本文。