Competencies in Education for Sustainable Development: Exploring the Student Teachers’ Views

TLDR

Although over 100 universities have pledged to embed sustainability, progress in integrating education for sustainable development into curricula remains limited, and few studies have examined student teachers’ perspectives. The study explores the perceptions and views of thirty‑two student teachers regarding ESD competencies. A questionnaire was administered to gather data. Student teachers prioritize knowledge and practical skills in natural sciences for ESD projects, while downplaying ethical values, attitudes, and emotional management, indicating that existing ESD frameworks must be more dynamic and integrated into teacher education curricula.

Abstract

In the context of higher education, over 100 universities have signed international declarations and have committed to embed sustainability within their operations, outreach, education and research. However, despite the declaration of good intentions and policy developments at the national, regional and international level, little has been achieved in terms of embedding education for sustainable development holistically in the curriculum. To date, a number of research studies have focused on the perceptions and views of university students in relation to sustainable development knowledge, skills and competencies; however, few studies have focused on student teachers’ perceptions of education for sustainable development. The aim of this study was to explore the perceptions and views of a group of thirty-two student teachers in relation to education for sustainable development competencies. The research instrument used was a questionnaire. This study provides evidence on the education for sustainable development (ESD) competencies that student teachers would prioritize in a school project related to ESD: acquisition of knowledge and practical skills related to nature and natural sciences, to the detriment of other types of learning, such as the promotion of ethical values, positive attitudes towards sustainability and the management of emotions among their future primary school students. Existing ESD theoretical frameworks need to become more alive and integrated within the existing teacher education curriculum to promote the awareness and development of ESD competencies amongst student teachers.