Abstract

This study addresses the limited literature on education for sustainable development (ESD) at the elementary and middle school levels by examining the knowledge and attitudes of fifth- and sixth-grade students. Using various background and demographic variables, the research explores how these factors influence students’ understanding and attitudes toward sustainable development. The study assesses eight areas of knowledge, and four dimensions of attitude related to sustainable development education. Findings indicate that participants possess appropriate knowledge and positive attitudes overall, with variations across specific knowledge and attitude dimensions. Sixth-grade students demonstrate higher knowledge levels than fifth-grade students, and girls and indigenous students show superior understanding. Attitudes are also more positive among sixth-grade students and indigenous participants, though no significant gender differences in attitudes are observed. The study concludes that participants generally have sufficient knowledge and favorable attitudes toward sustainable development, with a tendency to prioritize issues that are personally relevant or immediate, while more abstract or complex topics receive less emphasis