EXPLORING THE TEACHER EDUCATORS PRACTICES FOR INTEGRATING EDUCATION FOR SUSTAINABLE DEVELOPMENT CONCEPTIONS

Abstract

In the contemporary era, Education for Sustainable Development (ESD) has become a pivotal paradigm in global education, aiming to equip learners with essential knowledge, skills, and attitudes for a sustainable future. In Pakistan, embedding ESD within the education system is a national response to global sustainability challenges and the country's unique socio-economic and environmental issues. This study investigates the practices of teacher educators in integrating ESD into teacher education programs in Pakistan. Using the mixed-methods approach, research examines the practices about ESD and how these practices align with global ESD standards. Quantitative data were collected through a survey of 316 teacher educators from public universities in Punjab, while qualitative data was collected via interviews with 17 teacher educators. The findings reveal that many educators employ innovative methods such as project-based learning, collaborative tasks, and field trips, to ensure reliance on the traditional lecture-based approaches. It concludes with recommendations for enhancing ESD practices amid teacher educators, emphasizing the importance of training and awareness to foster SDE in Pakistan.