The study examines the teacher educators’ conceptions, practices, and
challenges regarding Education for Sustainable Development (ESD). The
research deployed a convergent mixed-methods approach (QUAN + QUAL),
using questionnaires and semi-structured interviews. Census technique was used
for quantitative data collection. In total, 316 teacher educators working in 8
public sector universities which offer teacher education programmes were used
a sample for quantitative data. An adapted questionnaire comprised of four
dimensions of sustainable development i.e., (environmental, social, economic
and moral); ESD practices, and ESD challenges were used for the study. The
validity and reliability of the scale were statistically tested by computing
exploratory factor analysis and confirmatory factor analysis. Purposive
sampling was used for qualitative data. 35 semi-structured interviews were
carried out to have in-depth understanding of teacher educators’ conceptions,
practices and challenges of ESD. Qualitative and quantitative data were
analyzed through thematic analysis technique and descriptive statistics
respectively.
The study found that teacher educators, who had studied the ESD course as a
part of their Master programme, researched on ESD and taught the programme
had more holistic and comprehensive conceptions of ESD as compared to those
who did not teach or studied it. The qualitative findings revealed that teacher
educators' conceptions about environmental, social and moral dimensions were
moderately developed Although, both quantitative and qualitative findings
showed that teacher educators’ conceptions regarding economic dimension was
less developed as compared to social, environmental and moral dimension.
The study also found that teacher educators were not explicitly aware of moral
dimension. However, they were integrated moral values in their regular
teaching.
The teacher educators identified a range of constructivist practices/pedagogies
which they employ; however, these practices were not specifically targeted for
developing ESD among pre-service teachers. However, few experienced teacher
educators mentioned using the research-based project to develop ESD
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conceptions among pre-service teachers. Furthermore, findings revealed that
were not quite familiar how to different pedagogies for integrating ESD in their
teaching.
Also, the present study shed light on challenges faced by teacher educators when
developing ESD conceptions among pre-service teachers including lack of
financial resources, lack of training, lack of interest among students towards
ESD, lack of time management, and lack of administrative support.
The study concluded that teacher educators' experience in terms of teaching and
research, prior training and institutional support are important factors that
influence the conceptions and practices of teacher educators regarding ESD. The
study has significant implications for institutional heads and policy makers for
training of teacher educators and curriculum adaptations for ESD.
Key Words: Sustainable Development, Education for Sustainable Development,
ESD Conceptions, ESD Practices, ESD Challenges.