Education for Sustainability and the Sustainable Development Goals: Pre-Service Teachers’ Perceptions and Knowledge

Abstract

The purpose of this study is to explore the change in the perceptions of pre-service teachers after participating in a training process on Education for Sustainability. The research was conducted during academic year 2019–2020 in the context of the Master’s Degree in Educational Research for Teachers’ Professional Development. The changes related to Education for Sustainability, the knowledge of the Sustainable Development Goals, and methodological strategies to integrate both were analysed. An initial and a final questionnaire as well as the activities developed by the students during the course were used to gather information. An analysis was performed of three dimensions (Education for Sustainability, the Sustainable Development Goals, and methodological strategies) with the help of the NVivo 12 Plus software programme. The results show progress was made in all three dimensions. The most significant changes were detected with regard to the knowledge of the Sustainable Development Goals, and the majority of the student teachers indicated they knew them on completing the training process. Their perception of Education for Sustainability evolved towards more complex views, while the methodological strategies proposed at the end of the training process did not differ significantly from the initial ones. This shows it is imperative to insist on training processes that include methodological strategies. By doing so, future educational professionals will be able to incorporate Education for Sustainability into their teaching practice.

Expectations and Interests of University Students in COVID-19 Times about Sustainable Development Goals: Evidence from Colombia, Ecuador, Mexico, and Peru

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Psychosocial Work Environment and Teachers’ Psychological Well-Being: The Moderating Role of Job Control and Social Support

“…In addition, it provides relevant knowledge and information on family planning, sex education and reproductive health. Teachers are in charge of preparing the coming generations to face the challenges of current unsustainable development [ 2 ]. Therefore, teachers need to preserve and maintain their psychological well-being before dealing with the various challenges in the education sector.…”

Toward Environmental Sustainability, Health, and Equity: How the Psychological Characteristics of College Students Are Reflected in Understanding Sustainable Development Goals

“…According to Chaleta et al [68], when the students were asked to profoundly rethink the three pillars of sustainable development and to link these pillars to ecological justice or biospheric egalitarianism, the most mentioned objectives were those related to SDG 4 (quality education), SDG 5 (gender equality), SDG 10 (reduced inequalities), SDG 8 (decent work and economic growth), and SDG 16 (peace, justice, and strong institutions). García-González et al in their part have shown that significant changes were found in the students' knowledge of the SDGs after participation in a training process on education for sustainability [69]. Consequently, education can be regarded as a necessary pillar for social transformation toward sustainable development in the current unsustainable environment [70] (Figure 2).…”