The study aimed at identifying the most important issues of the environmental dimension in sustainable development that could be included in the content of the science course books in the first stage of the basic educational program in Libya; and determining the current amount of including these issues in these course books. The study aimed also at determining the level of treatment of these issues (descriptive level — analytic level — enquiry level — raising the environmental awareness level). The study sample focused on science course books for third, fourth, fifth and sixth year of the basic education program designed for the school year 2014-2015. The researcher used the descriptive analytic approach using a method of content analysis that employs a content analysis form that contained six main issues and forty secondary issues of continuous development. The study has come up with a number of results. The most important of these are: the content of the analyzed course books generally includes all the six main issues of the continuous development environmental dimension that were suggested in the study (100%). The percentage of the secondary issues included in the content of the analyzed books is (75%) of the issues suggested in the study. Of the total items that dealt with issues of the environmental dimension in continuous development, the study found that the most dominant treatment concerned raising awareness level (66 item / 37.29%), followed by the descriptive level (64 item/36.16%), the analytic level (29 item/16.38%) and finally, the enquiry level (18 items / 10/17%)
"The extent to which the content of science books in the first stage of basic education in Libya includes issues of the environmental dimension of sustainable development,"
Jerash for Research and Studies Journal مجلة جرش للبحوث والدراسات: Vol. 16:
1, Article 1.
Available at: https://digitalcommons.aaru.edu.jo/jpu/vol16/iss1/1