Understanding Education for Sustainable Development: Prospective Teachers' Perspectives, Pedagogical Approaches, and Implementation Challenges
DOI:
https://doi.org/10.55737/qjss.v-iv.24587Keywords:
Education for Sustainable Development, Teacher Perspectives, Pedagogical Approaches, Environmental Education ImplementationAbstract
The present qualitative phenomenological study focuses on exploring the prospective teachers' perspectives and strategies regarding Educational for Sustainable Development (ESD) in a district of Punjab. In the present study, six prospective teachers teaching in private educational institutions were selected purposively. Self-developed semi-structured interviews were used to obtain data, which was analyzed employing thematic analysis, supported by NVivo 15, to detect patterns and themes from the data. The findings revealed five key thematic areas: understanding of sustainability, important aspects/topics in ESD, essential skills for students, implementation strategies, challenges, and solutions. Moreover, the educators demonstrated a comprehensive insight into sustainability, focusing on resource preservation, intergenerational obligation, and systems thinking. The study identified active learning methodologies, project-based approaches, and real-world integration as preferred pedagogical strategies. However, the participants faced different challenges, like conceptual complexity, resource constraints, and student engagement issues. The current study highlights the need for structured support systems, enhanced professional development, and institutional backing for effective ESD implementation.
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