International Journal of Human Research and Social Science Studies

This study examined lower secondary Natural Science (NS) teachers’ perceptions, levels of implementation and difficulties in teaching NS topics linked to local socio-ecological issues to develop students’ decision-making competence. Data were collected from 54 NS teachers in Thai Nguyen city using a five-point Likert questionnaire and analysed with JASP. Reliability coefficients ranged from 0.734 to 0.828 (Cronbach’s α) and from 0.752 to 0.829 (McDonald’s ω). Teachers agreed with the role of decision-making competence and the suitability of local socio-ecological issues as teaching contexts (M = 3.99), whereas the related teaching activities were implemented occasionally (M = 2.72). Using assessment tools for students’ decision-making processes received the lowest score (M = 2.61). Teachers rated the difficulties at the “difficult” level (M = 3.99), with the lack of local teaching materials and situations reported most frequently (79.6%); 90.7% of the teachers had not attended related professional development. The findings provide a basis for developing locally contextualised materials, assessment tools for decision-making competence and professional development content for teachers.

decision-making competence, socio-ecological issues, Natural Science, lower secondary teachers, survey.

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