Integrating Sustainable Development Goals Into Teacher Education Curriculum to Strengthen Future Teachers’ Sustainability Awareness
References
- Araneo, P., Ceulemans, K., Barth, M., & Lambrechts, W. (2024). A multiple case studyincluding what students say they like in ESD courses. Environmental Education Research, 30(4), 557–573. https://doi.org/10.1080/13504622.2023.2280438
- Barth, M., & Rieckmann, M. (2013). State of the art in research on higher education for sustainable development. In P. Barlett & G. Chase (Eds.), Sustainability in higher education: Stories and strategies for transformation (pp. 100–118). MIT Press.
- Beasy, K. (2024). Embedding sustainability across a teacher education course: Teacher educator experiences. Australian Journal of Environmental Education, 40(4), 722–739. https://doi.org/10.1017/aee.2024.3
- Berglund, T. (2020). Student views of environmental, social and economic dimensions of sustainable development and their interconnectedness: A search for the holistic perspective in education for sustainable development [Doctoral dissertation, Karlstad University]. DiVA. https://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-76547
- Berglund, T., Gericke, N., Olin-Nilsson, A., & Rundgren, S.-N. C. (2022). Diversity in views as a resource for learning? Student views on the interconnectedness of the environmental, social and economic dimensions of sustainable development. Environmental Education Research, 28(10), 1443–1460. https://doi.org/10.1080/13504622.2021.1980501
- Bilbokaitė, R., Bilbokaitė-Skiauterienė, I., Fjodorova, I., Kravale-Pauliņa, M., Oļehnoviča, E., Szplit, A., & Zbróg, Z. (2024). Global competence and sustainable development in teacher training: Preparing for a changing world. Journal of Teacher Education for Sustainability, 26(1), 196–217. https://doi.org/10.2478/jtes-2024-0012
- Boulhrir, T., & Ait Bouch, R. (2025). Sustainable Development Goals in elementary school education: Implications for curriculum integration and teacher education. Journal of Teacher Education for Sustainability, 27(1), 183–204. https://doi.org/10.2478/jtes-2025-0010
- Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
- Casanova, C. R., Olivos-Jara, P., Aparicio, D., & Soto-Silva, V. (2023). Exploring the role of intentions and expectations in embedding sustainability knowledge and skills into teaching practices. Studies in Educational Evaluation, 79, 101258. https://doi.org/10.1016/j.stueduc.2023.101258
- Corres, A., Ortiz, C., Macaya, A., Dávila, G., & Orue, E. (2024). Educators’ competences, motivations and teaching in education for sustainable development across formal and non-formal settings. Cogent Education, 11(1), 2302408. https://doi.org/10.1080/2331186X.2024.2302408
- Creswell, J. W., & Plano Clark, V. L. (2017). Designing and conducting mixed methods research (3rd ed.). SAGE Publications.
- Dawadi, S., Shrestha, S., & Giri, R. A. (2021). Mixed-methods research: A discussion on its types, challenges, and criticisms. Journal of Practical Studies in Education, 2(2), 25–36. https://doi.org/10.46809/jpse.v2i2.20
- Djirong, A., Jayadi, K., Abduh, A., Mutolib, A., Mustofa, R., & Rahmat, A. (2024). Assessment of student awareness and application of eco-friendly curriculum and technologies in Indonesian higher education for supporting Sustainable Development Goals (SDGs): A case study on environmental challenges. IJOST, 9(3), 657–678.
- Drewes, A. (2025). Identity development for teaching climate change: Exploring personal, professional, and political factors. Interdisciplinary Journal of Environmental Science Education, 21(1), e2502. https://doi.org/10.29333/ijese/15711
- Dumitrescu, C. I., Munteanu, A., Mihaila, A., Neagu, G., Andronie, M., & Andronie, I. E. (2022). Analysis of UNESCO ESD priority areas’ implementation. Sustainability, 14(19), 12345. https://doi.org/10.3390/su141912345
- Felix, S. M., & Clayton, S. (2025). Describing teachers’ environmental identity as part of education for sustainable development. Environmental Education Research, 31(3), 345–362. https://doi.org/10.1080/13504622.2025.2482740
- Field, A. (2018). Discovering statistics using IBM SPSS statistics (5th ed.). SAGE Publications.
- Fischer, D., King, J., Rieckmann, M., Barth, M., Büssing, A., Hemmer, I., & Rode, H. (2022). Teacher education for sustainable development: A review of an emerging research field. Journal of Teacher Education, 73(2), 140–153. https://doi.org/10.1177/00224871221105784
- Fowler, F. J. (2020). Survey research methods (6th ed.). SAGE Publications.
- Garrett, B. (2025). Embedding environment, sustainability and place into education through teacher-researcher collaborations: The Morecambe Bay Curriculum’s innovative co-design project. Possibility Studies & Society, 4(2), 145–163. https://doi.org/10.1177/27538699251362294
- Gesthuizen, R., Gough, A., & Rawlings-Sanaei, F. (2025). Inspired to build understanding: Learning about sustainability through local environment connections. Journal of Environmental Education, 56(1), 55–72. https://doi.org/10.1080/10382046.2024.2348265
- Ghamrawi, N., Nasser, R., & Karami, S. (2025). Unleashing the potential of teacher leadership for ESD. Frontiers in Education, 10, 1614623. https://doi.org/10.3389/feduc.2025.1614623
- Holst, J., Singer-Brodowski, M., Brock, A., & de Haan, G. (2024). Monitoring SDG 4.7: Assessing education for sustainable development in policies, curricula, training of educators and student assessment. Sustainable Development, 32(4), 3908–3923. https://doi.org/10.1002/sd.2865
- Huang, R. X., Pagano, A., & Marengo, A. (2024). Values-based education for sustainable development (VbESD): Introducing a pedagogical framework for education for sustainable development (ESD) using a values-based education (VbE) approach. Sustainability, 16(9), 3562. https://doi.org/10.3390/su16093562
- Hung, L.-C., & Pan, H.-J. (2025). Innovative approaches to integrating ESD into school-based curriculum development for elementary schools. Sustainability, 17(4), 1427. https://doi.org/10.3390/su17041427
- Imran, M., Hussain, A., & Ahmad, A. (2024). International reconstruction of teachers’ and teacher educators’ perspectives on ESD. Journal of Education Policy, 39(4), 515–534. https://doi.org/10.1177/09734082241309704
- Jetly, M., & Singh, N. (2019). Analytical study based on perspectives of teacher educators in India with respect to Education for Sustainable Development. Journal of Teacher Education for Sustainability, 21(2), 38–55. https://doi.org/10.2478/jtes-2019-0016
- Khazen, M., Asli, S., Basheer, A., & Hugerat, M. (2025). The impact of a sustainability education initiative on pre-service teachers: Changes in environmental attitudes, willingness to act, and ecological footprint. Sustainability, 17(12), 5621. https://doi.org/10.3390/su17125621
- Koehler, M. J., Mishra, P., & Cain, W. (2013). What is technological pedagogical content knowledge (TPACK)? Journal of Education, 193(3), 13–19. https://doi.org/10.1177/002205741319300303
- Leal Filho, W., Azeiteiro, U. M., & Ávila, L. V. (2025). Towards a holistic understanding of sustainable lesson planning among pre-service teachers. European Journal of Education, 60(1), 55–70. https://doi.org/10.1111/ejed.70229
- Martín-Crespo, J., Corbacho-Cuello, I., & Muñoz-Losa, A. (2025). Validation of an SDGs-focused knowledge, attitude, and behaviour scale among future teachers. Sustainable Development, 33(2), e70084. https://doi.org/10.1002/sd.70084
- Martín-Sánchez, A., González-Gómez, D., & Jeong, J. S. (2022). Service learning as an education for sustainable development teaching strategy: Implementation and evaluation. Sustainability, 14(12), 6965. https://doi.org/10.3390/su14126965
- Morgan, D. L. (2019). Focus groups as qualitative research (3rd ed.). SAGE Publications.
- Muñoz-Losa, A., Crespo-Martín, J., Hernández-Barco, M. A., & Corbacho-Cuello, I. (2025). Enhancing sustainability: Exploring the knowledge, actions, and willingness of pre-service primary school teachers. Sustainability, 17(3), 1120. https://doi.org/10.3390/su17031120
- Olsson, D., Gericke, N., & Rundgren, S.-N. C. (2022). The effectiveness of education for sustainable development: A longitudinal approach. Environmental Education Research, 28(6), 789–807. https://doi.org/10.1080/13504622.2022.2033170
- Oranga, J., Matere, A., & Njurai, E. (2025). The mixed methods research approach: An overview. PMP Journal, 1(8), e84. https://doi.org/10.46324/PMP2501084
- Organisation for Economic Co-operation and Development. (2021). A territorial approach to the sustainable development goals in Kitakyushu, Japan (OECD Urban Policy Reviews). OECD. https://www.oecd.org/content/dam/oecd/en/publications/reports/2021/06/a-territorial-approach-to-the-sustainable-development-goals-inkitakyushu-japan_aa1def64/12db268f-en.pdf
- Ovais, D., Ullah, R., & Farooq, S. (2023). Students’ sustainability consciousness with the three pillars (knowledge, attitude, behaviour): A higher education perspective. International Journal of Sustainability in Higher Education, 24(2), 467–486. https://doi.org/10.1108/IJSHE-06-2022-0288
- Pagano, L. P., Lima, M. R., Oliveira, C., & Almeida, L. S. (2025). A systematic review of environmental identity: Definitions, measurement, and its relationship with sustainability behaviours among pre-service biology teachers. Journal of Environmental Psychology, 92, 102315. https://doi.org/10.1016/j.jenvp.2025.101000
- Pal, V. (2023). Study of elementary teacher education curriculum in the light of education for sustainable development. Research & Reviews: International Journal of Multidisciplinary, 8(3), 273–284. https://doi.org/10.31305/rrijm.2023.v08.n03.034
- Parry, S., Selby, D., & Seyedeh, N. (2023). Barriers to learning for sustainability: A teacher perspective. Sustainable Earth Reviews, 2, 100045. https://doi.org/10.1186/s42055-022-00050-3
- Rahmawati, Y., Taylor, E., Taylor, P. C., Ridwan, A., & Mardiah, A. (2022). Students’ engagement in education as sustainability: Implementing an ethical dilemma-STEAM teaching model in chemistry learning. Sustainability, 14(6), 3554. https://doi.org/10.3390/su14063554
- Robertson, D. (2025). Creative, effective, transformative: Creative learning and education for sustainable development. Environmental Education Research, 31(2), 211–229. https://doi.org/10.1080/13504622.2025.2543013
- Rundgren, S. N. C., Hågermark, O., & Paloniemi, R. (2023). Does teacher training of ESD help in-service teachers to implement ESD in school? Journal of Education Policy, 38(5), 645–667. https://doi.org/10.1177/09734082241233130
- Sánchez, S. J., García-González, E., Aguilera-García, A., & Cardeñoso, J. M. (2025). Systematic literature review: A typology of sustainability literacy and environmental literacy definitions and their connections with education for sustainable development and environmental education. Frontiers in Education, 10, 1490791. https://doi.org/10.3389/feduc.2025.1490791
- Setiawan, H., Surtikanti, H. K., Kusnadi, & Riandi. (2023). Sustainability awareness, engagement and perception of Indonesian high school students during sustainability project-based learning implementation in biology education. Jurnal Penelitian Pendidikan IPA (JPPIPA), 9(6), 4227–4236. https://doi.org/10.29303/jppipa.v9i6.3971
- Sever, S. D., Amin, H., & Tok, E. (2025). The evolution and future of education for sustainable development in Qatar. In E. Tok (Ed.), The future of education policy in the State of Qatar (pp. 321–338). Springer. https://doi.org/10.1007/978-981-97-9667-0_18
- Sinakou, E., Boeve-de Pauw, J., & Van Petegem, P. (2022). Action-orientation in education for sustainable development: A gap between teachers’ ESD intentions and their classroom practices. Environmental Education Research, 28(7), 883–900. https://doi.org/10.1080/13504622.2022.2033456
- Sinakou, E., Pauw, J., Kampen, J., & Van Petegem, P. (2024). Teachers’ profiles in education for sustainable development. Environmental Education Research, 30(2), 215–231. https://doi.org/10.1080/13504622.2023.2168622
- Soto-Solier, P. M., Romero-López, A., García-González, J., & Gil-Madrona, P. (2023). Teacher training and sustainable development: Perceptions of future teachers in relation to the European Green Deal and circular economy. Education Sciences, 13(8), 794. https://doi.org/10.3390/educsci13080794
- Sulla, F., Benvenuto, G., & Tinto, M. (2024). Exploring attitudes toward sustainability education in trainee teachers: Links to environmental identity and community responsibility. Societies, 13(5), 241. https://doi.org/10.3390/soc13150241
- Tafese, M. B. (2025). Embedding social sustainability in education: A thematic review. Sustainability, 17(10), 4342. https://doi.org/10.3390/su17104342
- Tang, K., Yulistiana, I., Widodo, A., & Riandi. (2025). Teacher conceptions of climate change and their role in climate change education: Insights from Indonesian upper-secondary teachers. Discover Sustainability, 6(1), 45. https://doi.org/10.1007/s43621-025-00045-x
- Teddlie, C., & Yu, F. (2007). Mixed methods sampling: A typology with examples. Journal of Mixed Methods Research, 1(1), 77–100. https://doi.org/10.1177/1558689806292430
- Torres-Hernández, R., & Sánchez-Gómez, M. C. (2024). Teacher educators’ subjective theories on sustainability education. Environmental Education Research, 30(5), 601–619. https://doi.org/10.1080/13504622.2024.2437148
- Trenaman, M. M., & Loh, S. C. (2024). Sustainable contemplative practices in pre-service teacher education for sustainability. Journal of Teacher Education for Sustainability, 26(1), 81–94. https://doi.org/10.2478/JTES-2024-0006
- Triyandana, A., Ibrohim, I., Yanuwiyadi, B., Amin, M., & Hajar, M. U. (2024). Strategies to enhance eco-friendly culture and environmental awareness by green curriculum integration in Indonesian elementary science classroom. International Electronic Journal of Elementary Education, 17(1), 217–232. https://doi.org/10.26822/iejee.2024.374
- United Nations Educational, Scientific and Cultural Organization. (2020). Education for sustainable development: A roadmap. UNESCO. https://doi.org/10.54675/YFRE1448
- United Nations. (2015). Transforming our world: The 2030 agenda for sustainable development. United Nations.
- Zguir, M. F., Dubis, S., & Koç, M. (2021). Embedding education for sustainable development (ESD): A review of recent literature. Journal of Cleaner Production, 289, 125827. https://doi.org/10.1016/j.jclepro.2021.125827
Language: English
Page range: 190 - 207
Published on: Jun 29, 2026
Published by: Daugavpils University
In partnership with: Paradigm Publishing Services
Keywords:
Related subjects:
© 2026 Rita Anggorowati, Diana Rochintaniawati, Asep Herry Hernawan, Toru Matsumoto, Indriyani Rachman, published by Daugavpils University
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.