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.

Parameters of the weight-length relationship and the condition factor are very important in the knowledge of several aspects of biology and in the management of fisheries. Unfortunately, there are few studies relating to the ichthyofauna of Lake Tanganyika in general and cichlids in particular. This study was conducted with the aim of contributing to enrich the existing database and the rational management of the lake. Total lengths and weights were obtained based on T. unimaculatum and O. niloticus fish samples collected over 8 months (January to August 2021). The correlations between the length and the weight of the specimens are very strong with coefficients of determination ranging from 0.95 to 0.99. In both stations, positive allometry was recorded in T. unimaculatum (b>3) while isometric growth was recorded in O. niloticus. Mean K is greater than 1 in O. niloticus while mean K <1 in T. unimaculatum. In the latter species, the average K varies significantly depending on the sites (p<0.5) whereas the variation in the average K is not significant in the two sites in O. niloiticus (p>0.). This shows that the two species of cichlid fish adapt differently to the two stations with different environmental characteristics: O. niloticus seems indifferent to the degree of pollution while T. unimaculatum displays an average K in a station known to be less polluted compared to the ‘other.

In D.R. Congo, environmental degradation remains visible even though the primary school curriculum includes Environmental Education (EE) as a subject to be taught to school children. This situation worries the educational actors and shows that primary school teachers do not positively influence their pupils to become national actors of environmental protection. The aim of this study is to explore the didactic strategies that teachers use in teaching Environmental Education in the final grade of primary school. It was conducted in the city of Bunia, in the province of Ituri, a region rich in natural resources. According to the main findings, 68.5% of the teachers still use traditional methods during environmental education lessons, 96.8% of the teachers do not apply the approaches and strategies of Environmental Education and Sustainable Development (EESD Strategies) in their respective lessons, 85.7% of the teachers plan the content of the curriculum to be taught according to the vertical plan, 89.5% of the teachers apply the objective approach while neglecting the competency-based approaches. The seniority of the teachers and the management regime influence their didactic strategies. The constraints noted are pedagogical, material and administrative. In order for teachers to improve their didactic strategies, they will have to undergo continuous training in the didactics of Environmental Education and Sustainable Development in the professional environment.