The integration in DR Congo of the pedagogical approaches of Environmental Education and Sustainable Development (EEDD) in the teaching of natural resources at the level of Basic Education constitutes a didactic contribution of great importance during this period when we are witnessing a growing phenomenon of degradation of its natural resources, in particular forest resources and farmland. The present study aims to identify the constraints of teachers in the city of Bunia to integrate EEDD approaches into the lessons on the protection of natural resources provided for in the Life and Earth Sciences (SVT) course programs. The questionnaire survey covered 57 teachers spread across 131 secondary schools. The results show that teachers (100%) do not integrate EEDD approaches into the teaching of natural resources. The major constraints that prevent them from integrating these approaches are pedagogical and organizational. For a better integration of EEDD approaches in the teaching of natural resources, teachers must enroll in continuing professional training in EEDD didactics according to Senn’s didactic models but also according to the didactic approach called «global school approach». Teachers must also be trained on learning and teaching methods based on EEDD, on the epistemological approaches of sustainable development didactics as proposed by Sauvé and Meunier.

The present study which focuses on the use of Information and Communication Technology for Teaching (ICT) by trainee teachers of Biology and Life and earth sciences in secondary schools in the city of Bunia (DR Congo), is a study relating to biology teaching and Life and earth sciences. The latter aims to examine the use of ICT by trainee teachers of Biology and Life and earth sciences during the final cycle of study. The result obtained shows that trainee teachers (51%) do not know the ICT adapted to the teaching of Biology and Life and earth sciences, they do not use certain websites which can help students with self-learning, and the most Some of the tools relating to ICT, notably digital manuals, tutorials, online learning platforms, digital spaces, interactive or touchscreen tablets and IWBs are not used by trainee teachers of Biology and Life and earth sciences. The major constraints in the use of TICE are educational and material. Trainee teachers are not sufficiently trained in the use of ICT but also trainee schools are under-equipped and lack the necessary tools. We recommend that teachers of biology teaching and Life and earth sciences restructure the content of their teaching units and provide modules related to the use of ICT.