Educators’ Insights on Digital Transformation in Education Through the Lens of the Sustainable Development Goals

Abstract

The quantitative research aims to investigate the perceptions of Jordanian teachers towards Education for Sustainable Development (ESD) and Digital Transformation of Education aligned with the Sustainable Development Goals (SDGs), specifically SDG 4 “Quality Education”. A total of 232 Amman teachers from public and private schools participated in an online questionnaire consisting of 41 points related to their perceptions of ESD and the quality of digital transformation in education. The instrument had satisfactory reliability (α = .82) and excellent content and construct validity. Descriptive information and Multivariate Analysis of Variance (MANOVA) have been applied to check variations by gender, specialization, years of experience, teaching stage, and school type. Significant multivariate effects on subject specialization, type of school, and teaching experience were found. Women and government-school teachers, and those with less than a decade of experience, showed higher awareness and digital competency levels regarding the incorporation of ESD. The results highlight the requirement for specific professional development and institutional support so that teachers’ digital readiness for sustainable education can be enhanced. The study contributes Arab evidence from experience to empirical research, offering policy and practice suggestions for achieving fair and transformative education consistent with SDG 4.