Primary School Teacher Candidates’ Perceptions and Experiences of Real-World Sustainability Problems in Education for Sustainable Development

Abstract

Sustainable development is development that meets the needs of the present without compromising the ability of future generations to meet their own needs.  In modern usage it generally refers to a state in which the environment, economy, and society will continue to exist over a long period of timeThis study explored the perceptions and experiences of primary school candidate teachers trained in Sustainable Development Goals (SDGs) regarding real-world issues. Using a phenomenological approach with focus groups and semi-structured interviews, this study aims to understand the impact of SDG-related education on these candidates. Data analysis involved thematic and content analysis, revealing that teacher candidates saw a direct link between SDGs and global issues, often sharing insights based on personal experiences. They highlighted the importance of integrating the SDGs into the curriculum, suggesting both compulsory courses and projects. The candidates also prioritized specific SDGs when designing activities that were personally significant. This small-scale study aims to inform future research on SDGs and real-world problem-solving in education.