MAINSTREAMING EDUCATION FOR SUSTAINABLE DEVELOPMENT IN TEACHER EDUCATION PROGRAMS: A SEQUENTIAL EXPLANATORY MIXED-METHOD APPROACH

Dalat University Journal of Science - Trang 19-40 - 2026
Andrew S. Dy1, Ernil D. Sumayao2, Ruther Bianan3, Benjie Icain2
1University of San Carlos
2Biliran Province State University
3Josefina H. Cerilles State College

Tóm tắt

This study investigates the integration of Education for Sustainable Development (ESD) within pre-service teacher education programs, with a focus on mainstreaming ESD across curricular and contextual dimensions. The primary aim is to evaluate pre-service teachers’ competencies, perceptions, and experiences related to ESD, while also identifying key barriers and enablers of effective integration. The research further explores how ESD is embedded within formal curricula and broader socio-political, ecological, economic, and cultural contexts, and examines associations between pre-service teachers’ demographic profiles and their perceptions of ESD mainstreaming. A sequential explanatory mixed-methods design was employed. The initial quantitative phase involved a descriptive correlational survey of 150 pre-service teachers from two state universities, followed by a qualitative phase comprising semi-structured interviews with 15 purposefully selected participants. Quantitative data were analyzed using descriptive and inferential statistics, while thematic analysis of qualitative data provided richer, contextualized insights. Findings indicate a growing awareness of the significance of ESD among pre-service teachers; however, integration across curricula and institutional practices remains fragmented. Barriers include limited institutional support and lack of structured training, whereas personal commitment and community-oriented initiatives emerged as key facilitators. A significant relationship was found between prior ESD exposure and positive perceptions of ESD integration. The practical implications emphasize the need for teacher education institutions to prioritize ESD capacity-building, align institutional policies with sustainability imperatives, and cultivate a culture of sustainability that equips future educators to foster transformative change within their classrooms and communities.  

Từ khóa

#Education for Sustainable Development #ESD competencies #Sustainability education.

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Dalat University Journal of Science

19-40

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