School and Classroom Readiness for Education for Sustainable Development (ESD): Evidence from a Curriculum Pilot in Lebanon

Purpose: This study investigates school and classroom readiness to implement Education for Sustainable Development (ESD). Given Lebanon’s outdated curriculum and urgent need to align with the 2030 Agenda, the research explores how schools, teachers, and students respond to ESD integration. Methodology: A qualitative case study design was adopted, combining classroom observations, semi-structured interviews with academic and administrative coordinators, and records from teacher training sessions. Ten Grade 10 classroom observations, five per school, were conducted across subjects to document teacher facilitation and student engagement using structured observation guides with quantitative scoring and qualitative notes. Also, four interviews were administered with school coordinators to collect institutional perspectives. Findings: Classroom observations showed high engagement in science, mathematics, and geography, while sociology posed greater challenges due to task complexity and resource limitations. Language activities effectively introduced students to the SDGs, with differences noted between schools in group dynamics and pacing. Also, coordinators confirmed strong student enthusiasm and generally positive teacher adaptation, though initial resistance and time constraints were recurring issues. Overall, the pilot demonstrated that with adequate training and support, ESD can be meaningfully integrated into existing teaching plans. Unique Contribution to Theory, Practice, and Policy: The study contributes to ESD literature by offering empirical evidence from a Middle Eastern context where systemic curriculum reform is overdue. Findings emphasize the importance of teacher training, administrative support, and resource provision for ESD. For policy, the study underscores the need for national reforms that institutionalize ESD through a whole-school approach while considering linguistic and cultural differences that shape student engagement.