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

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.