Teacher Training For A Sustainable Future: Rethinking Pedagogical Approaches In Global Education Systems

Abstract

This research focuses on the integration of sustainability into teacher education and the implementation of sustainability in primary education's pedagogical practices. By applying a mixed-methods design that incorporates quantitative surveys and qualitative case studies, the research assesses best practices, challenges, and emerging trends in the sociology of teacher education with a sustainability focus. The results indicate that there are large differences between regions regarding the inclusion of sustainability in teacher education, along with barriers such as insufficient faculty training, inadequate integration of sustainability into curricula, and even institutional inertia. Moreover, the study demonstrates that sustainability competencies can be effectively developed through experiential and problem-based learning strategies. In order to strengthen education for sustainability, the study suggests, in particular, policy changes, greater institutional assistance, and the construction of non-elastic pedagogy bases directed toward teacher education for sustainability. These findings contribute to the debate on educational change in the context of the need for more systematic approaches to teacher education aimed at establishing a sustainable society.