Methodological Foundations for Implementing Sustainable Development Goals in Pre-Service Biology Teacher Education
Keywords:
Sustainable Development Goals (SDGs), Education for Sustainable Development, sustainability competencies, Pre-service biology teachers, pedagogical approachesAbstract
This study explores how the Sustainable Development Goals (SDGs) can be meaningfully integrated into pre-service biology teacher education, with a particular focus on the development of sustainability-related competencies. A mixed-methods design combined survey data from 120 pre-service biology teachers with semi-structured interviews conducted with 15 university instructors involved in teacher training. The results suggest that although future teachers generally understand the concept of sustainable development and recognise its relevance to biology education, their readiness to apply the SDGs in practice remains at a moderate level. Paired-samples t-test analysis demonstrated statistically significant improvements across all measured competency dimensions following the SDG-orientated methodological intervention (p < .001). The largest improvement was observed in the ability to design SDG-based biology lessons (ΔM = +1.08, Cohen's d = 0.94), indicating a strong practical effect. The main challenges were associated with lesson planning, interdisciplinary connections, and the assessment of sustainability competencies. Student-centred approaches, such as project-based learning, inquiry activities, and collaborative reflection, were linked to greater pedagogical confidence and methodological readiness, whereas traditional lecture-based methods had less influence. Interview data further revealed fragmented curriculum integration and an absence of clear methodological guidance. The study highlights the importance of systematically incorporating SDG-focused methodological components into biology teacher education programmes and offers practical suggestions for curriculum design and teaching practice in the context of education for sustainable development. It contributes to the literature by combining validated competency assessment, mixed-methods analysis, and intervention-based evidence within the under-represented Central Asian context of pre-service biology teacher education.
Downloads
References
Abiltayeva, A., Zhumagulova, K., Satayev, M., Yechshzhanov, T., Maimatayeva, A., & Balta, N. (2025). Teacher competencies and digital integration into teaching practices: Perceptions from pre-service biology teachers in Kazakhstan. Frontiers in Education, 10, 1628034. https://doi.org/10.3389/feduc.2025.1628034
Anyolo, E. O., Kärkkäinen, S., & Keinonen, T. (2018). Implementing education for sustainable development in Namibia: School teachers’ perceptions and teaching practices. Journal of Teacher Education for Sustainability, 20(1), 64–81. https://doi.org/10.2478/jtes-2018-0004
Barth, M., Godemann, J., Rieckmann, M., & Stoltenberg, U. (2007). Developing key competencies for sustainable development in higher education. International Journal of Sustainability in Higher Education, 8(4), 416–430. https://doi.org/10.1108/14676370710823582
Bertschy, F., Künzli, C., & Lehmann, M. (2013). Teachers' competencies for the implementation of educational offers in the field of education for sustainable development. Sustainability, 5(12), 5067–5080. https://doi.org/10.3390/su5125067
Bespalyy, S., Balta, N., Bekova, R., Seitkali, E., & Mukanova, B. (2024). Education for sustainable development: Comparative analysis and prospects at universities in Kazakhstan, Tajikistan, Kyrgyzstan and Uzbekistan. Discover Sustainability, 5, Article 343. https://doi.org/10.1007/s43621-024-00343-x
Bezeljak, P., Scheuch, M., & Torkar, G. (2020). Understanding of sustainability and education for sustainable development among pre-service biology teachers. Sustainability, 12(17), 6892. https://doi.org/10.3390/su12176892
Boeve-de Pauw, J., Gericke, N., Olsson, D., & Berglund, T. (2015). The effectiveness of education for sustainable development. Sustainability, 7(11), 15693–15717. https://doi.org/10.3390/su71115693
Borg, C., Gericke, N., Höglund, H.-O., & Bergman, E. (2014). Subject- and experience-bound differences in teachers’ conceptual understanding of sustainable development. Environmental Education Research, 20(4), 526–551. https://doi.org/10.1080/13504622.2013.833584
Bourn, D., Hunt, F., & Bamber, P. (2017). A review of education for sustainable development and global citizenship education in teacher education. UNESCO Global Education Monitoring Report background paper.
Braun, V., & Clarke, V. (2022). Thematic analysis: A practical guide. SAGE.
Brundiers, K., Barth, M., Cebrián, G., Cohen, M., Diaz, L., Doucette-Remington, S., Dripps, W., Habron, G., Harré, N., Jarchow, M., Losch, K., Michel, J., Mochizuki, Y., Rieckmann, M., Parnell, R., Walker, P., & Zint, M. (2021). Key competencies in sustainability in higher education – Toward an agreed-upon reference framework. Sustainability Science, 16(1), 13–29. https://doi.org/10.1007/s11625-020-00838-2
Büssing, A. G., Schleper, M., & Menzel, S. (2019). Do pre-service teachers dance with wolves? Subject-specific teacher professional development in a recent biodiversity conservation issue. Sustainability, 11(1), 47. https://doi.org/10.3390/su11010047
Cebrián, G., & Junyent, M. (2015). Competencies in education for sustainable development: Exploring the student teachers' views. Sustainability, 7(3), 2768–2786. https://doi.org/10.3390/su7032768
Cebrián, G., Junyent, M., & Mulà, I. (2020). Competencies in education for sustainable development: Emerging teaching and research developments. Sustainability, 12(2), 579. https://doi.org/10.3390/su12020579
Chankseliani, M., & McCowan, T. (2021). Higher education and the Sustainable Development Goals. Higher Education, 81(1), 1–8. https://doi.org/10.1007/s10734-020-00652-w
Cotton, D. R. E., Warren, M. F., Maiboroda, O., & Bailey, I. (2007). Sustainable development, higher education and pedagogy: A study of lecturers’ beliefs and attitudes. Environmental Education Research, 13(5), 579–597.
Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). SAGE.
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute. https://doi.org/10.54300/122.311
Evans, N. (S.), Stevenson, R. B., Lasen, M., Ferreira, J.-A., & Davis, J. (2017). Approaches to embedding sustainability in teacher education: A synthesis of the literature. Teaching and Teacher Education, 63, 405–417. https://doi.org/10.1016/j.tate.2017.01.013
Ferrer-Estévez, M., & Chalmeta, R. (2021). Integrating sustainable development goals in educational institutions. International Journal of Management Education, 19(2), 100494. https://doi.org/10.1016/j.ijme.2021.100494
Fischer, D., King, J., Rieckmann, M., Barth, M., Büssing, A., Hemmer, I., & Lindau-Bank, D. (2022). Teacher education for sustainable development: A review of an emerging research field. Journal of Teacher Education, 73(5), 509–524. https://doi.org/10.1177/00224871221105784
Imara, K., & Altınay, F. (2021). Integrating education for sustainable development competencies in teacher education. Sustainability, 13(22), 12555. https://doi.org/10.3390/su132212555
Jackson, W. M., Binding, M. K., Grindstaff, K., Hariani, M., & Koo, B. W. (2023). Addressing sustainability in the high school biology classroom through socioscientific issues. Sustainability, 15(7), 5766. https://doi.org/10.3390/su15075766
Jeronen, E., Palmberg, I., & Yli-Panula, E. (2017). Teaching methods in biology education and sustainability education including outdoor education for promoting sustainability—A literature review. Education Sciences, 7(1), 1. https://doi.org/10.3390/educsci7010001
Jeronen, E., Yli-Panula, E., & Palmberg, I. (2026). Bibliometric and content analysis of sustainable education in biology for promoting sustainability at primary and secondary schools and in teacher education. Education Sciences, 16(2), 201. https://doi.org/10.3390/educsci16020201
Kabysheva, M. (2025). Fostering critical thinking in learning outcomes of Kazakhstan initial teacher education. Frontiers in Education, 10, 1554713. https://doi.org/10.3389/feduc.2025.1554713
Kalsoom, Q., & Khanam, A. (2017). Inquiry into sustainability issues by preservice teachers: A pedagogy to enhance sustainability consciousness. Journal of Cleaner Production, 164, 1301–1311. https://doi.org/10.1016/j.jclepro.2017.07.047
Krajcik, J. S., & Blumenfeld, P. C. (2006). Project-based learning. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 317–334). Cambridge University Press. https://doi.org/10.1017/CBO9780511816833.020
Leal Filho, W., Shiel, C., & Paço, A. (2016). Implementing and operationalising integrative approaches to sustainability in higher education: The role of project-oriented learning. Journal of Cleaner Production, 133, 126–135. https://doi.org/10.1016/j.jclepro.2016.05.079
Leal Filho, W., Shiel, C., Paço, A., Mifsud, M., Ávila, L. V., Brandli, L. L., Molthan-Hill, P., Pace, P., Azeiteiro, U. M., Vargas, V. R., & Caeiro, S. (2019). Sustainable Development Goals and sustainability teaching at universities: Falling behind or getting ahead of the pack? Journal of Cleaner Production, 232, 285–294. https://doi.org/10.1016/j.jclepro.2019.05.309
Lozano, R., Barreiro-Gen, M., Lozano, F. J., & Sammalisto, K. (2019). Teaching sustainability in European higher education institutions: Assessing the connections between competences and pedagogical approaches. Sustainability, 11(6), 1602. https://doi.org/10.3390/su11061602
Lozano, R., Barreiro-Gen, M., Pietikäinen, J., Gago-Cortes, C., Favi, C., Jimenez Munguia, M. T., Monus, F., Simão, J., Benayas, J., Desha, C., Bostanci, S., Djekic, I., Moneva, J. M., Sáenz, O., Awuzie, B., & Gladysz, B. (2022). Adopting sustainability competence-based education in academic disciplines: Insights from 13 higher education institutions. Sustainable Development, 30(4), 620–635. https://doi.org/10.1002/sd.2253
Lozano, R., Merrill, M. Y., Sammalisto, K., Ceulemans, K., & Lozano, F. J. (2017). Connecting competences and pedagogical approaches for sustainable development in higher education: A literature review and framework proposal. Sustainability, 9(10), 1889. https://doi.org/10.3390/su9101889
Markula, A., & Aksela, M. (2022). The key characteristics of project-based learning: How teachers implement projects in K–12 science education. Disciplinary and Interdisciplinary Science Education Research, 4, 2. https://doi.org/10.1186/s43031-021-00042-x
Mogensen, F., & Schnack, K. (2010). The action competence approach and the 'new' discourses of education for sustainable development, competence and quality criteria. Environmental Education Research, 16(1), 59–74. https://doi.org/10.1080/13504620903504032
Mogren, A., Gericke, N., & Scherp, H.-Å. (2019). Whole school approaches to education for sustainable development: A model that links to school improvement. Environmental Education Research, 25(4), 508–531. https://doi.org/10.1080/13504622.2018.1455074
Mulà, I., & Tilbury, D. (2025). Teacher education for sustainable development: Catalysing change across the professional landscapes in Europe. Environmental Education Research, 31(7), 1481–1508. https://doi.org/10.1080/13504622.2025.2475143
Nurgaliyeva, A., Childibayev, D., Sagyndykova, S., Azman, M. N. A., & Saparova, G. (2022). Scientific and methodological basis of practice-oriented training of students-biologists: A case study in Kazakhstan. Jurnal Pendidikan IPA Indonesia, 11(1), 88–98. https://doi.org/10.15294/jpii.v11i1.33057
Pedaste, M., Mäeots, M., Siiman, L. A., de Jong, T., van Riesen, S. A. N., Kamp, E. T., Manoli, C. C., Zacharia, Z. C., & Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational Research Review, 14, 47–61. https://doi.org/10.1016/j.edurev.2015.02.003
Rieckmann, M. (2012). Future-oriented higher education: Which key competencies should be fostered through university teaching and learning? Futures, 44(2), 127–135. https://doi.org/10.1016/j.futures.2011.09.005
Rieckmann, M. (2018). Learning to transform the world: Key competencies in ESD. In A. Leicht, J. Heiss, & W. J. Byun (Eds.), Issues and trends in education for sustainable development (pp. 39–59). UNESCO.
Saparbaikyzy, S., Karbaeva, S., Umirzakova, N., Amirasheva, B., Tulenova, U., & Amantayeva, A. (2026). Project-based environmental education for developing socio-ecological values and sustainable behaviour among Kazakhstani school students. Frontiers in Education, 11, 1794619. https://doi.org/10.3389/feduc.2026.1794619
Sinakou, E., Boeve-de Pauw, J., Goossens, M., & Van Petegem, P. (2018). Academics in the field of Education for Sustainable Development: Their conceptions of sustainable development. Journal of Cleaner Production, 184, 321–332. https://doi.org/10.1016/j.jclepro.2018.02.279
Sinakou, E., Boeve-de Pauw, J., & Van Petegem, P. (2019). Exploring the concept of sustainable development within education for sustainable development: Implications for ESD research and practice. Environment, Development and Sustainability, 21(1), 1–10. https://doi.org/10.1007/s10668-017-0032-8
Sleurs, W. (Ed.). (2008). Competencies for ESD (Education for Sustainable Development) teachers: A framework to integrate ESD in the curriculum of teacher training institutes. CSCT, Comenius 2.1 Project.
Sterling, S. (2001). Sustainable education: Re-visioning learning and change (Schumacher Briefing No. 6). Green Books.
Sterling, S. (2010). Learning for resilience, or the resilient learner? Towards a necessary reconciliation in a paradigm of sustainable education. Environmental Education Research, 16(5–6), 511–528.
Strat, T. T. S., Henriksen, E. K., & Jegstad, K. M. (2024). Inquiry-based science education in science teacher education: A systematic review. Studies in Science Education, 60(2), 191–249. https://doi.org/10.1080/03057267.2023.2207148
Summers, M., Childs, A., & Corney, G. (2005). Education for sustainable development in initial teacher training: Issues for interdisciplinary collaboration. Environmental Education Research, 11(5), 623–647.
Tilbury, D. (2011). Education for sustainable development: An expert review of processes and learning. UNESCO. ED-2010/WS/46
UNESCO. (2017). Education for sustainable development goals: Learning objectives. UNESCO Publishing. ISBN 978-92-3-100209-0.
Vare, P., Arro, G., De Hamer, A., Del Gobbo, G., De Vries, G., Farioli, F., Kadji-Beltran, C., Kangur, M., Mayer, M., Millican, R., Nijdam, C., Réti, M., & Zachariou, A. (2019). Devising a competence-based training programme for educators of sustainable development: Lessons learned. Sustainability, 11(7), 1890. https://doi.org/10.3390/su11071890
Vare, P., & Scott, W. (2007). Learning for a change: Exploring the relationship between education and sustainable development. Journal of Education for Sustainable Development, 1(2), 191–198. https://doi.org/10.1177/097340820700100209
Wals, A. E. J. (2015). Beyond unreasonable doubt: Education and learning for socio-ecological sustainability in the Anthropocene. Wageningen University.
Waltner, E.-M., Rieß, W., & Mischo, C. (2019). Development and validation of an instrument for measuring student sustainability competencies. Sustainability, 11(6), 1717. https://doi.org/10.3390/su11061717
Wiek, A., Withycombe, L., & Redman, C. L. (2011). Key competencies in sustainability: A reference framework for academic program development. Sustainability Science, 6(2), 203–218. https://doi.org/10.1007/s11625-011-0132-6
Yelubayeva, P., Tashkyn, E., & Berkinbayeva, G. (2023). Addressing challenges in Kazakh education for sustainable development. Sustainability, 15(19), 14311. https://doi.org/10.3390/su151914311
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Journal of Turkish Science Education
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
This license enables reusers to copy and distribute the material in any medium or format in unadapted form only, for noncommercial purposes only, and only so long as attribution is given to the creator. CC BY-NC-ND includes the following elements: Credit must be given to the creator; only noncommercial uses of the work are permitted; no derivatives or adaptations of the work are permitted.
