Embedding Sustainability in Teacher Education: A case study from the Maldives
DOI:
https://doi.org/10.62338/f64r4c62Keywords:
Education for Sustainability (EfS), Teacher Education, Sustainability Competencies, Transformative learning, Pedagogical ApproachAbstract
This article explores the integration of Education for Sustainability (EfS) within teacher education at the Maldives National University (MNU). Using a qualitative case-study design, the research investigates the perspectives and experiences of academics and students of the Faculty of Education (FE) regarding the integration of EfS into teacher education programmes. Findings reveal that while sustainability-related content is embedded across the curriculum, traditional pedagogies limit opportunities for students to develop sustainability competencies. The study highlights the need for a more holistic approach to EfS, that emphasises the interconnectedness of environmental, social, and economic issues and promotes the consistent use of participatory pedagogies. Institutional support, continuous professional development for teacher educators, and a focus on real-world, praxis-oriented pedagogies are identified as essential for preparing pre-service teachers to become agents of change for a sustainable future. This research highlights the importance of investigating the long-term effects of EfS programs on teachers’ practices and students’ learning, as well as developing effective strategies to address barriers to EfS implementation within the Maldivian context. This study contributes to understanding the complexities of integrating EfS in teacher education and provides recommendations for enhancing teacher education for a sustainable future.
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