Exploring The Role Of Teacher Educators In Promoting Sustainable Development Goals Through Environmental Education: Perspectives And Practices

Abstract

In an era defined by climate urgency and global interconnectedness, education plays a pivotal role in realizing the United Nations’ Sustainable Development Goals (SDGs), particularly through the lens of environmental education. Teacher educators, as the shapers of future generations of teachers, hold a strategic position in integrating sustainability into pedagogical practices and curricula. This research investigates the perspectives, practices, challenges, and transformative roles of teacher educators in promoting sustainable development within teacher education programs. Employing a mixed-methods approach, data were collected through semi-structured interviews, surveys, curriculum analysis, and classroom observations. The findings reveal a growing awareness and commitment among teacher educators toward the SDGs, yet highlight systemic challenges such as curriculum rigidity, lack of institutional support, and limited professional development opportunities. Despite these barriers, several educators are modeling sustainability practices, fostering critical thinking, and embedding interdisciplinary approaches to environmental learning. The study concludes with strategic recommendations to enhance institutional policies, promote active modeling of sustainable behaviors, and build the capacity of teacher educators as key agents of change in achieving the SDGs through education.