Factors Impacting TVET Pre-Service Teachers’ Intention to Integrate Education for Sustainable Development in Learning and Facilitation: A Pilot Study

Education for Sustainable Development (ESD) is an education that teaches people about life by caring for or protecting the environment and supporting social well-being and economic growth. It carries the concept of Sustainable Development Goals (SDGs) 4, which emphasizes quality, inclusive, and equitable education. In the context of TVET, ESD integration plays an important role in producing a prospective workforce who is skilled in solving sustainability issues and capable of facing future labour market transformations. TVET is a dynamic education that has a great role and responsibility for the country’s economic growth. However, this success will not be achieved if the learning and facilitation process in TVET institutions is not implemented according to real ESD practices. The respondents in this pilot study (N = 30) who have almost the same characteristics as the study sample which is they have experience in teaching practical in school. The survey instrument has 83 items consisting of the demographic division of the respondents, six part of factors (Pedagogical Content Knowledge, Project-Based Learning, Assessment and Evaluation, Professional Development, Professional Practice, Attitude) and ESD Integration Intentions. The results of the reliability analysis using the Statistical Package for Social Sciences (SPSS) version 27 showed that all items of each factor were accepted as Cronbach’s Alpha value exceeded the value of 0.90. Overall, the pilot test findings demonstrated that each component contributed to a shift in pre-service teachers’ intentions to incorporate ESD into teaching and facilitating.