Empowering teachers: The role of digital technology in enhancing professional learning communities for sustainability education, teacher agency and well-being

The study looked at how basic school science and social studies teachers could be assisted to integrate sustainability principles in their existing curricula using contextual environmental situations in the form of photographs. A total of 16 teachers (eight each from the two named disciplines) were engaged in taking photographs of events that could initiate talks on sustainability principles. The theory that underlined the study was the sociocultural theory while an interpretive approach was assumed. Strict ethical issues were adhered to. Data was analysed qualitatively with all protocols observed. Findings indicated that teacher talk led to collaboration, shared and personal reflection, new pedagogical approaches, teacher wellbeing, teacher-confidence, enhanced teacher agency, and a better understanding of the curriculum as well as its execution.