Integrating Sustainable Development Goals Into Teacher Education Curriculum to Strengthen Future Teachers’ Sustainability Awareness

Abstract

The study examines the integration of Education for Sustainable Development (ESD) into the Professional Teacher Education Program (PPG) curriculum to enhance prospective educators’ sustainability awareness and their contribution to the Sustainable Development Goals (SDGs). Grounded in the transformative learning theory and informed by best practices from the University of Kitakyushu, the study employed a mixed methods design combining survey data (n=257) with focus group discussions (n=20). The study explored effective ESD practices, curriculum integration strategies, and implementation challenges among teacher education stakeholders. Findings reveal high awareness of SDGs (81.3%) and ESD (74.3%), though the depth of understanding varies. Strong support for ESD integration was evident, with participants highlighting alignment between global sustainability challenges and national priorities. The statistical analysis confirmed that PPG participation significantly influenced sustainability awareness (p<0.01). The proposed three-dimensional integration framework offers actionable, evidence-based strategies for curriculum developers and institutional leaders to prepare future teachers as sustainability change agents.