Teachers’ perceptions of science curriculum quality and relevance for sustainable development in Ethiopian middle schools

Abstract Guided by constructivism and curriculum relevance theory, this study examines middle school (Grades 7 and 8) teachers' perceptions of science curriculum quality and relevance for sustainable development in Ethiopia. Employing a mixed-methods approach, the study utilized a stratified sampling technique to select 202 teachers from an accessible population within an in-service program. Data were gathered through questionnaires and semi-structured interviews. Quantitative analysis involved descriptive statistics, while qualitative data were examined using thematic analysis. Quantitative results indicated widespread professional disagreement regarding both curriculum quality and relevance. Qualitative and descriptive findings revealed that the curriculum is perceived as overly theoretical, lacking feasible inquiry-based activities, and culturally disconnected. These structural limitations are perceived to impede the achievement of the sustainable development goals and the broader mandate of education for sustainable development. Beyond the specific national context, the study provides a diagnostic framework for other resource-constrained environments struggling with the disconnect between centralized curricula and local classroom realities. The study recommends integrating local context through trans-contextual science education and enhancing practical instructional support to ensure science education serves as a true facilitator of sustainable development.