Chapter 4 in the book Perspectives on Death Education and the Pedagogy of Death: Fostering Inner Evolution and Social Development.
This chapter explores the challenges and opportunities associated with integrating death education into school curricula, with a particular emphasis on teachers’ professional learning. It argues that teacher education in this area should combine theoretical preparation with practical strategies for responding to students’ needs, fostering open classroom dialogue, and addressing educators’ own personal needs and barriers arising from experiences of loss and grief. The chapter highlights three key components for the successful integration of death education: content knowledge, pedagogical tools, and opportunities for educators to reflect on personal experiences, ambivalences, and dilemmas.
Findings from a nine-year professional learning programme for in-service teachers in Cyprus indicate that when educators engage with death education through a critical and affective pedagogical approach, they become more willing to embrace it and more convinced of its educational value. The chapter presents this approach, draws on research findings and examples from professional learning settings, and offers recommendations for future teacher education programmes. It concludes by emphasizing the importance of continuously evaluating the place of death education in schools and the support provided to teachers through professional learning initiatives.
