Abstract

• The purpose of this research is to study the integrating Education for Sustainable Development (ESD) in the implementation of primary science curriculum. The research intends to investigate the ESD knowledge level and teaching practices of Grade 3 teachers. It also investigates the variations of teachers’ practices on integrating ESD into science curriculum by primary teachers according to their demographic data. Both quantitative and qualitative research methods were used. Census sampling method was used: 110 Grade 3 teachers were selected as participants in Thabeikkyin Township, Mandalay Region. IPC values, independent sample t test, one way ANOVA, post hoc test by Tukey HSD were used for the data analysis. The level of teachers’ overall ESD practices was moderate. There were statistically significant differences in integrating ESD in Grade 3 science curriculum grouped by class size. A qualitative follow up study was conducted through interviews and observation. The information obtained from the interviews and observations were complementary to the quantitative findings.