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ACCOUNTABILITY OF FCS EDUCATION TO A SUSTAINABILITY ETHOS

CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

In recent years, the concept of sustainability has garnered significant attention across various sectors, including education. The integration of sustainability into educational frameworks aims to promote environmental stewardship, social responsibility, and economic viability. This study focuses on the accountability of Family and Consumer Sciences (FCS) education in fostering a sustainability ethos, exploring how FCS programs contribute to sustainable practices and principles.

Family and Consumer Sciences education encompasses a broad range of topics, including nutrition, family dynamics, financial literacy, and resource management (Dunn, 2022). Historically, FCS education has emphasized practical skills that directly impact individuals' lives and families' well-being (Williams, 2021). However, as the global community increasingly prioritizes sustainability, there is a growing need for educational programs to incorporate sustainability principles into their curricula (Smith & Johnson, 2019). This shift is driven by the recognition that sustainability is not just a set of practices but a comprehensive ethos that influences every aspect of human activity (Jones, 2020).

The accountability of FCS education in promoting sustainability involves assessing how well these programs integrate and implement sustainability concepts. For instance, how effectively do FCS programs address environmental concerns, social equity, and economic considerations in their teachings (Adams, 2023)? Accountability in this context means evaluating whether FCS education aligns with sustainability goals and whether it equips students with the knowledge and skills necessary to contribute to a sustainable future (Brown & Green, 2021).

FCS education's role in sustainability is multifaceted. It includes educating students about sustainable practices in daily life, such as reducing waste, conserving energy, and making informed food choices (Miller et al., 2022). Additionally, FCS programs often address broader societal issues like social justice and economic stability, which are integral to the sustainability ethos (Roberts, 2022). The incorporation of these elements into FCS education reflects a commitment to preparing students not only for personal success but also for contributing to the well-being of society and the environment (Nelson & Martinez, 2021).

Research indicates that while many FCS programs have made strides in incorporating sustainability into their curricula, challenges remain in achieving comprehensive integration and assessing the effectiveness of these efforts (Harris, 2023). Studies have shown that the inclusion of sustainability in FCS education varies widely between institutions and may be influenced by factors such as institutional priorities, faculty expertise, and resource availability (Williams & Clark, 2022). Therefore, understanding the current state of FCS education's accountability in sustainability is crucial for identifying best practices and areas for improvement.

1.2 Statement of the Problem

Despite the growing recognition of the importance of sustainability, the extent to which Family and Consumer Sciences (FCS) education programs are accountable for promoting sustainability remains underexplored. There is a lack of comprehensive research on how effectively FCS curricula incorporate sustainability principles and whether these programs adequately prepare students to contribute to sustainable practices in their personal and professional lives. This study aims to address this gap by examining the accountability of FCS education in fostering a sustainability ethos.

1.3 Objectives of the Study

The main objective of this study is to determine the effectiveness of Family and Consumer Sciences education in promoting sustainability principles and practices. Specific objectives include:

i. To evaluate the impact of FCS education on students' understanding of sustainability concepts and their application in daily life.

ii. To determine the extent to which FCS curricula integrate sustainability principles and practices.

iii. To find out the challenges and opportunities in enhancing the sustainability focus within FCS education programs.

1.4 Research Questions

i. What is the impact of FCS education on students' understanding of sustainability concepts and their application in daily life?

ii. What is the extent to which FCS curricula integrate sustainability principles and practices?

 iii. How does FCS education address the challenges and opportunities in enhancing the sustainability focus within its programs?

1.5 Research Hypotheses

Hypothesis I:

H0: There is no significant impact of FCS education on students' understanding of sustainability concepts and their application in daily life.

H1: There is a significant impact of FCS education on students' understanding of sustainability concepts and their application in daily life.

Hypothesis II:

H0: There is no significant extent to which FCS curricula integrate sustainability principles and practices.

H2: There is a significant extent to which FCS curricula integrate sustainability principles and practices.

Hypothesis III:

H0: There is no significant impact of FCS education on addressing the challenges and opportunities in enhancing the sustainability focus within its programs.

H3: There is a significant impact of FCS education on addressing the challenges and opportunities in enhancing the sustainability focus within its programs.

1.6 Significance of the Study

This study is significant as it addresses the need for a comprehensive evaluation of how Family and Consumer Sciences education contributes to sustainability. By examining the integration of sustainability principles in FCS curricula, the study aims to provide insights into the effectiveness of these programs in fostering a sustainability ethos. The findings will be valuable for educators, policymakers, and curriculum developers in enhancing FCS programs to better align with sustainability goals. Additionally, the study will contribute to the broader discourse on integrating sustainability into educational practices and preparing students for future challenges.

1.7 Scope of the Study

The scope of this study encompasses an evaluation of Family and Consumer Sciences education programs with a focus on their accountability in promoting sustainability. The study will assess the integration of sustainability principles in FCS curricula, the impact on students' understanding and application of these principles, and the challenges and opportunities faced by FCS programs in this context. The research will be limited to FCS programs within selected educational institutions, and the findings may not be generalizable to all FCS programs.

1.8 Limitations of the Study

This study may face several limitations, including potential biases in the selection of FCS programs and institutions, variability in the implementation of sustainability principles across different programs, and the subjective nature of evaluating educational effectiveness. Additionally, the study's findings may be influenced by the availability of data and the perspectives of participants involved in the research. These limitations should be considered when interpreting the results and drawing conclusions.

1.9 Definition of Terms

Family and Consumer Sciences (FCS) Education: A field of study that focuses on practical skills related to family life, personal finance, nutrition, and resource management.

Sustainability: The practice of meeting current needs without compromising the ability of future generations to meet their own needs, encompassing environmental, social, and economic dimensions.

Sustainability Ethos: A set of values and principles that prioritize long-term environmental health, social equity, and economic stability in decision-making and practices.