SUSTAINABILITY TRAINING IN PRE-SERVICE TEACHER EDUCATION: ADDRESSING POLITICAL ECONOMY AND HIGHER EDUCATION CONSTRAINTS IN PAKISTAN

Abstract

This study examined the impact of integrating sustainability training into pre-service teacher education programs to address political-economic and educational challenges. A mixed-methods approach was employed, combining qualitative and quantitative data collection. The study population comprised 120 pre-service teachers in their 7th semester of the B.Ed. (Hons.) program at a public university in Punjab, Pakistan. Participants were stratified by demographic variables, and a stratified random sampling technique ensured equitable representation. Concept-based, homogeneous pre- and post-training achievement tests revealed significant improvements in the confidence levels of teachers who received sustainability-integrated training compared to those receiving traditional training. The Sustainability in Teaching Self-Efficacy Scale (STSES) measured the enhancement in awareness and confidence after observing the application of sustainability principles in teaching practices. Results indicated a notable increase in sustainability awareness (15%–60%) and confidence levels (15%–45%) following integrated training. The study demonstrated that such training equips pre-service teachers to address global educational challenges by fostering awareness, confidence, persistence, and sustainability skills. Findings underscore the need to incorporate sustainability-focused courses into teacher education curricula and highlight the importance of public-private partnerships to support sustainable development initiatives in education.