Education for Sustainable Development in Algeria: Challenges, Practices, and Perspectives

Abstract

Education for sustainable development is gaining increasing importance worldwide, and Algeria is no exception to this global trend. In this context, the present article explores how this theme is addressed in the primary school curricula. Through the analysis of educational content and a few field-based practices, it highlights the efforts made by educational authorities to introduce key environmental concepts from an early age. However, these contributions often remain theoretical, with limited practical implementation and insufficient integration into students’ everyday lives, thus reducing their overall impact. Relying on the framework of the United Nations' Sustainable Development Goals (SDGs), the study identifies several persistent shortcomings: teacher training on environmental issues is still lacking, pedagogical methods often fail to engage students actively, and the available resources are sometimes outdated or ill-suited to the local context. Despite these challenges, some schools manage to implement innovative and meaningful initiatives, such as recycling workshops, the development of school gardens, or awareness-raising activities carried out in partnership with the local community. These examples demonstrate that change is indeed possible, provided that educational practices are deeply rethought. The article thus advocates for an ambitious and coherent reform that combines pedagogical innovation, ongoing teacher support, and a stronger connection between schools and their social and environmental surroundings. Only under such conditions can education for sustainable development truly prepare enlightened, responsible, and engaged citizens capable of contributing to a more sustainable future.