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Understanding of Sustainability and Education for Sustainable Development among Pre-Service Biology Teachers

Author

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  • Petra Bezeljak

    (Austrian Educational Competence Center for Biology, University of Vienna, 1090 Vienna, Austria)

  • Martin Scheuch

    (University College for Agricultural and Environmental Education, 1130 Vienna, Austria)

  • Gregor Torkar

    (Faculty of Education, University of Ljubljana, 1000 Ljubljana, Slovenia)

Abstract

Sustainable development (SD) is one of the global and central aims of today’s politics. As stated in Agenda 21, education must play an essential role in achieving a sustainable society. The present research is focused on Slovenian and Austrian biology teacher students’ understanding of SD and education for sustainable development (ESD). The research was carried out at the University of Ljubljana and the University of Vienna. Altogether, 60 Slovenian and 60 Austrian pre-service biology teachers participated in the questionnaire-based study. Pre-service biology teachers answered a set of Likert-type and open survey questions. Less than half of the pre-service biology teachers from Slovenia and Austria had a good understanding of the environmental aspects of SD, but they lack understanding of the interconnections between the environmental, economic and social dimensions related to SD. They describe and connect ESD with environmental education and environmental awareness. Students from both countries know some pedagogical principles of ESD, such as active learning and transformative education. Analysis with the sustainable development goals (SDGs) in focus showed that only some of them were mentioned by the teacher students. The results of the research contribute to the evaluation and development of curriculum for middle and high school biology teachers.

Suggested Citation

  • Petra Bezeljak & Martin Scheuch & Gregor Torkar, 2020. "Understanding of Sustainability and Education for Sustainable Development among Pre-Service Biology Teachers," Sustainability, MDPI, vol. 12(17), pages 1-16, August.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:17:p:6892-:d:403628
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    References listed on IDEAS

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    1. Michaela Maurer & Franz Xaver Bogner, 2019. "How freshmen perceive Environmental Education (EE) and Education for Sustainable Development (ESD)," PLOS ONE, Public Library of Science, vol. 14(1), pages 1-16, January.
    2. Vasiliki Kioupi & Nikolaos Voulvoulis, 2019. "Education for Sustainable Development: A Systemic Framework for Connecting the SDGs to Educational Outcomes," Sustainability, MDPI, vol. 11(21), pages 1-18, November.
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    Cited by:

    1. Magdalena Rzemieniak & Monika Wawer, 2021. "Employer Branding in the Context of the Company’s Sustainable Development Strategy from the Perspective of Gender Diversity of Generation Z," Sustainability, MDPI, vol. 13(2), pages 1-24, January.
    2. Ching Ting Tany Kwee, 2021. "I Want to Teach Sustainable Development in My English Classroom: A Case Study of Incorporating Sustainable Development Goals in English Teaching," Sustainability, MDPI, vol. 13(8), pages 1-24, April.
    3. Patrícia João & Patrícia Sá & Maria Helena Henriques & Ana V. Rodrigues, 2022. "Sustainable Development in Basic Education Sciences in Portugal—Perspective of Official Curriculum Documents," Sustainability, MDPI, vol. 14(9), pages 1-14, May.
    4. Bismark Mensah, 2023. "Pedagogical competencies in minor subjects of Ghanaian pre-service geography teachers and their implications for teacher education," Palgrave Communications, Palgrave Macmillan, vol. 10(1), pages 1-9, December.

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