Preparing Future Science Teachers to Build a Sustainable World: Supporting Pre-Service Science Teachers’ Competencies in Instructional Planning for Teaching the Sustainable Development Goals (SDGs) in K-12 Classrooms

Abstract

In today’s world, preparing future science teachers is vital because they have the power to transform society and build a sustainable world by raising global citizens. In this manner, the purpose of the present study was to develop pre-service science teachers’ competencies in instructional planning for teaching Sustainable Development Goals (SDGs) in K-12 classrooms through Education for Sustainable Development Goals (ESDG). The research group consisted of 20 pre-service science teachers who enrolled in the ‘Sustainable Ecology’ elective course at a public university in Istanbul, Türkiye. A design-based research model was followed in the study. The data were collected from pre-service science teachers through semi-structured interviews before and after the course. In the data analysis, deductive content analysis was used. The findings revealed that ESDG shows promise for developing pre-service science teachers’ competencies in instructional planning for teaching the SDGs in K-12 classrooms.

1. Introduction

Education for Sustainable Development Goals (ESDG) is intrinsically linked to human development and is a key factor in addressing poverty reduction, health improvement, sustainable livelihoods, environmental sustainability, and many more [1,2,3,4,5,6]. Teachers are key actors in ESDG, bringing about change in different educational settings to achieve Sustainable Development Goals [7,8]. Therefore, building the capacities of educators and trainers as change agents is addressed as one of only five priority areas [9]. Identifying core competencies needed to enhance teachers’ capabilities, exploring how to integrate these competencies into educational settings, and empowering educators to nurture competencies for teaching sustainable development issues in themselves and their students are crucial for effective Education for Sustainable Development Goals (ESDG) in K-12 classrooms [10,11,12,13,14,15,16,17,18,19,20,21]. Research showed that teachers lack the necessary competencies to integrate or adapt SDG issues into their teaching practices [5,22,23,24] and that a lack of professional training in pedagogies can hamper their ability to teach SDGs in future classrooms [25,26,27,28,29,30,31]. If teachers are not educated enough for ESDG, they may have an insufficient understanding of the reciprocal relationships between different approaches to sustainability and may find ESDG a challenging interdisciplinary approach [25,32,33,34]. Achieving the Sustainable Development Goals (SDGs) strongly depends on the training of teachers; therefore, efforts should focus on integrating competencies for teaching the SDGs into teacher education [15,35,36,37]. In this context, the research question of the current study was as follows:

• How can pre-service science teachers’ (PSTs) competencies in instructional planning for teaching Sustainable Development Goals (SDGs) in K-12 classrooms be developed through Education for Sustainable Development Goals (ESDG)?

2. Research Framework

2.1. Education for Building a Sustainable Future

Education and the future cannot be considered independent of each other; on the contrary, they are closely interconnected. Educators’ understanding of the future involves recognizing what knowledge and which skills are considered important for the next generation [38]. The ESDG is a highly ambitious initiative that reflects the hope of building a sustainable future. ESDG ensures well-balanced sustainable development, which takes into consideration the environmental, social, economic, and cultural aspects of an advanced life quality for both today’s people and future generations [39,40,41,42]. Teachers should be trained to build a sustainable future—more specifically, in the SDGs—because they can contribute to developing a holistic view of complex challenges and achieving sustainable development. To build a sustainable future, teachers need to gain the competencies to put SDGs into practice by engaging in the necessary actions to ensure their successful incorporation into the curriculum [11,21,43,44,45,46,47,48,49,50,51].

2.2. Teachers’ Competencies for Teaching Sustainable Development Goals (SDGs)

The implementation of Sustainable Development Goals in K-12 classrooms is highly demanding for teachers, requiring specific knowledge and abilities [52,53,54,55,56,57,58,59,60]. Teachers are important agents in addressing sustainable development issues and fostering the skills and competencies needed to achieve its goals [61,62]. The achievement of inclusive, equitable, quality education and lifelong learning opportunities for all students—which is essential to achieving Sustainable Development Goals—depends on the supply of quality teachers who meet professional competency standards [63,64,65]. This means that teachers need specific content knowledge as well as pedagogical content knowledge to effectively implement the Sustainable Development Goals (SDGs) [53,66,67]. In other words, teachers should possess two main types of knowledge essential for teaching Sustainable Development Goals (SDGs): content knowledge, which refers to their understanding of what they teach about the Sustainable Development Goals (SDGs), and pedagogical content knowledge, which refers to their ability to apply diverse teaching strategies to help students understand specific SD topics within culturally and socially defined contexts [53,68,69]. Instructional planning is fundamental to teaching because it naturally initiates key decisions throughout the process [70,71,72]. New teachers often face difficulties with instructional planning, as creating a structured and consistent approach can be challenging [73,74]. Mutton et al. [75] argue that novice teachers often lack the deeply contextual understanding necessary to foresee how their lesson plans will play out in real classroom settings. Consequently, early-career educators frequently struggle with interpreting and modifying the curriculum to effectively integrate it into their teaching strategies. Developing the competencies requires teacher education programs to provide pre-service teachers with relevant experiences during their pre-service training and to emphasize the importance of instructional planning [72].

The main goals of professional development are to increase teacher’s knowledge and skills about teaching. Apart from increasing knowledge, skills, and competency, professional development brings competitive advantages, increases employability and earning potential, enhances efficiency, and builds professional credibility [76]. In addition, the professional abilities of K–12 teachers will influence students’ achievements and motivation to pursue the Sustainable Development Goals (SDGs) [77]. Therefore, teacher education programs play a key role in ensuring that pre-service teachers are equipped with sustainable development (SD) principles and that these principles are integrated into educational practices [78,79,80,81,82]. If teachers are equipped with the necessary competencies, they can provide the next generation with the information and skills needed to be responsible and conscious, to offer guidance, and to help ensure a sustainable future. That said, it is feasible to prepare future educators to act as agents in teaching future generations the values of living in a sustainable society by first equipping them with the necessary skills and preparing them to serve as representatives [82].

The main teaching methodologies for achieving the Sustainable Development Goals (SDGs) can include various approaches. However, the key point is that these methods should be interactive, interdisciplinary, experiential, transformative, and rooted in real-world learning. Examples include case studies, problem-based learning, project-based learning, contextualized and experiential learning, role-playing, storytelling, simulations, cooperative work, reflective learning, and many other active learning strategies [83,84]. The common feature of all these teaching methods is that they are student-centered and solutions-oriented [85,86]. Their underlying philosophy is to take action in the present that contributes to shaping a future aligned with our desired outcomes [87].

Augmenting the capacities of educators and trainers to more effectively deliver Education for Sustainable Development Goals (ESDG) constitutes one of the key priority action areas [21]. Hence, educators are perceived as powerful agents of change in delivering the educational response to sustainable development [21,88,89].

Stringer et al. [90] emphasized that helping teachers engage K–12 students with sustainable development issues as participatory citizens is vital for achieving desired learning outcomes. Higher education institutions, particularly faculties of education, play a key role in defining the current approach to Education for Sustainable Development Goals (ESDG) and in promoting promising practices and initiatives aimed at reorienting teacher education toward sustainability [91,92,93,94].

3. Method

3.1. Design

The aim of the current research was to redesign and implement the ‘Sustainable Ecology’ course to include theoretical knowledge about SDGs and teaching approaches and methods for SDGs (i.e., ESDG) that help enhance pre-service science teachers’ competencies in instructional planning for teaching Sustainable Development Goals (SDGs) in K-12 classrooms. Therefore, design-based research was followed in the present study. This method is a flexible and systematic method to develop existing materials like activity structures, curriculum sequences, cognitive assessments and technological tools through design, development, implementation, and iterative examination in real-world settings [95,96,97,98]. That is, design-based research includes empirical educational research which enables why, when, and how educational interventions or innovations work in practice with the theory-driven design of learning environments [99]. In the current study, the three research phases ((1) analysis and exploration phase, (2) design and construction phase, and (3) the evaluation and reflection phase) suggested by McKenney and Reeves [100] were followed within the scope of educational design-based empirical research. In this manner, in the first phase, a literature review was conducted on how ESDG can be designed to help enhance pre-service science teachers’ competencies in instructional planning for teaching Sustainable Development Goals (SDGs) in K-12 classrooms. In the second phase, a Sustainable Ecology course was designed, and the designed course was conducted for 20 pre-service science teachers by an instructor for 12 weeks. In the third phase, the development of pre-service science teachers’ competencies in instructional planning for teaching SDGs in K-12 classrooms were assessed through semi-structured interviews conducted before and after the implementation of the course.

3.2. Research Group

The participants of the research were 20 pre-service science teachers enrolled at ‘Sustainable Ecology’ elective course from a public university in Istanbul, Türkiye. Pre-service science teachers were senior students. All pre-service science teachers did not have any pre-knowledge about SDGs and no experience with the preparation of instructional planning and teaching of SDGs before they participated in the ‘Sustainable Ecology’ elective course.

3.3. Intervention

At the beginning of the ‘Sustainable Ecology’ elective course, semi-structured interviews were conducted for all pre-service science teachers to determine their competencies on instructional planning for SDGs teaching. Then, the instructor started to implement the designed course. In the course, the instructor presented Theoretical Information about SDGs and ESDG (teaching approaches and methods). The implementation continued for 12 weeks, including 2 h of lessons each week. During the SDG instruction, the instructor provided information on the content-oriented approach. How the ‘Sustainable Ecology’ elective course was designed and implemented can be examined in

Table 1. Implementation of ‘Sustainable Ecology’ elective course.

Week	‘Sustainable Ecology’ Course
Week 1	Data collection: Semi-structured interviews
Week 2 (2 lesson hours)	Theoretical Information about SDG1 + SDG2 Education for SDG 1 + SDG 2 (teaching approaches and methods) Resources from https://www.unesco.org/en/sustainable-development/education (accessed on 10 September 2025)
Week 3 (2 lesson hours)	Theoretical Information about SDG3 + SDG4 Education for SDG3 + SDG4 (teaching approaches and methods) Resources from https://www.unesco.org/en/sustainable-development/education (accessed on 10 September 2025)
Week 4 (2 lesson hours)	Theoretical Information about SDG5 + SDG6 Education for SDG5 + SDG6 (teaching approaches and methods) Resources from https://www.unesco.org/en/sustainable-development/education (accessed on 10 September 2025)
Week 5 (2 lesson hours)	Theoretical Information about SDG7 + SDG8 Education for SDG7 + SDG8 (teaching approaches and methods) Resources from https://www.unesco.org/en/sustainable-development/education (accessed on 10 September 2025)
Week 6 (2 lesson hours)	Theoretical Information about SDG9 + SDG10 Education for SDG9 + SDG10 (teaching approaches and methods) Resources from https://www.unesco.org/en/sustainable-development/education (accessed on 10 September 2025)
Week 7 (2 lesson hours)	Theoretical Information about SDG11 + SDG12 Education for SDG SDG11 + SDG12 (teaching approaches and methods) Resources from https://www.unesco.org/en/sustainable-development/education (accessed on 10 September 2025)
Week 8 (2 lesson hours)	Theoretical Information about SDG13 + SDG14 Education for SDG13 + SDG14 (teaching approaches and methods) Resources from https://www.unesco.org/en/sustainable-development/education (accessed on 10 September 2025)
Week 9 (2 lesson hours)	Theoretical Information about SDG15 + SDG16 Education for SDG15 + SDG16 (teaching approaches and methods) Resources from https://www.unesco.org/en/sustainable-development/education (accessed on 10 September 2025)
Week 10 (2 lesson hours)	Theoretical Information about SDG17 Education for SDG17 (teaching approaches and methods) Resources from https://www.unesco.org/en/sustainable-development/education (accessed on 10 September 2025)
Week 11 (2 lesson hours)	Preparing lesson plans for SDGs + presentation of lesson plans
Week 12	Data collection: Semi-structured interviews

. At the end of the instruction, semi-structured interviews were conducted for all pre-service science teachers to determine their competencies in instructional planning for SDGs teaching.

3.4. Data Collection

The data were collected with semi-structured interviews from the pre-service science teachers before and after the ‘Sustainable Ecology’ elective course. The questions in the semi-structured interviews were developed by the researcher (Appendix A). The semi-structured interviews were conducted with each pre-service science teacher in the research group. Interviews lasted approximately 15–20 min before the ‘Sustainable Ecology’ elective course and 55–60 min after the ‘Sustainable Ecology’ course. During the semi-structured interviews, pre-service science teachers’ answers to questions were recorded by the researcher.

3.5. Data Analysis

Deductive content analysis, a systematic research method, was used in data analysis [101]. This type of analysis helps the researchers make inferences and analyze different forms of qualitative information from focus groups, documents, interviews, etc. During the data analysis process, pre-service science teachers’ competencies in instructional planning for teaching Sustainable Development Goals (SDGs) were classified as poor or good levels proposed in the relevant literature [102,103]. According to this classification, pre-service science teachers’ competencies in instructional planning for teaching SDGs were defined as ‘poor’ if they had no detailed instructional plans for SDGs while pre-service science teachers’ competencies in instructional planning for teaching SDGs were defined as ‘good’ if they could explain the components of detailed instructional plans (learning objectives, content, teaching method, learning activities, and assessment) (Appendix B). In the present study, pre-service science teachers’ competencies in instructional planning for teaching SDGs were analyzed independently by two researchers to check inter-coder reliability, which was calculated as 97% for the current study.

4. Results

In the current study, the ‘Sustainable Ecology’ elective course was redesigned, and the effect of this course on pre-service science teachers’ competencies in instructional planning for SDGs in K-12 was explored. The results on pre-service science teachers’ competencies in instructional planning for each SDG are presented under separate headings.

4.1. Results for Pre-Service Science Teachers’ Competencies in Instructional Planning for SDG 1

In order to explore pre-service science teachers’ competencies in instructional planning for teaching SDG 1, the open-ended question “How can you teach the goal of ‘No Poverty’ in K-12 classrooms? Can you prepare a lesson plan to teach ‘No Poverty’ goal of sustainable development? Please explain,” was asked before and after the course. While assessing PSTs’ competencies, the criterion for successful instructional planning is that PSTs are able to explain the components of a detailed lesson plan (learning objectives, content, teaching method, learning activities, and assessment) for SDG 1.

Results showed that the majority of pre-service science teachers’ competencies in the different parts of instructional planning for SDG 1 (No Poverty) in K-12 classrooms are at a poor level at the beginning of the course (see Figure 1).

Many pre-service science teachers developed their competencies on the different parts of instructional planning for SDG 1 (No Poverty) throughout the course. At the end of the course, approximately 90% of PSTs demonstrate good competency in the different parts of instructional planning for ‘No Poverty’ goal (see Figure 2).

For instance, PST 3 is one of the individuals who developed her competency in instructional planning for SDG 1. The pre–post answers of PST 3 on instructional planning for SDG 1 are given below:

PST 3: I heard the SDG 1: No poverty, but I have no idea about how I can teach in class because we don’t have any course about this.

(Pre) (Poor).

PST 3: Thanks to what I learned in this course, I can design lesson plan for ‘No poverty’ using 5E instructional model. As a teacher, I define my learning objectives firstly. These objectives can be like: ‘students can explain the effects and consequences of poverty worldwide, they can demonstrate sensitivity to poverty problems and demonstrate empathy and solidarity with poor and vulnerable people and they can plan, implement, evaluate, and replicate activities that will contribute to poverty reduction’. Then, at engage part, I started the lesson by showing videos to students (e.g., Would you stop if you saw this little girl on the street? https://www.youtube.com/watch?v=MQcN5DtMT-0&t=7s (accessed on 10 September 2025). After watching the video, I will initiate a short discussion with the students, asking them how watching the video made them feel and the reasons of people’ reactions. At explore part, I make students do activity whose purpose is to clarify that poverty is a dynamic concept that can affect anyone at any point in their life (e.g., Mary and David are on their way to school. On their way, they see a man in shabby clothes and poor condition selling water). Based on this activity, I try to help students identify the connections between poverty, education, livelihoods, and access to healthcare, and understand that poverty is a dynamic concept that evolves over time due to life’s circumstances. At explain part, linking to the role-play suggested at explore part, where students directly experience poverty and vulnerability, I can explain to them how the public system establishes social assistance through social services. At elaborate part, students will be divided into groups of four or five, and each group will manage 100,000,000 Turkish Liras. Students are asked to imagine themselves on the district’s administrative council. They are tasked with dividing the budget among different social assistance areas (How would you allocate the budget to prevent poverty and create a more just, equitable, and compassionate society?) Students are asked to find a formula that the entire group would agree on for managing the amount of money in the budget lines. Once the agreement is reached, it will be presented to other students and the criteria and justifications used in management will be explained. At evaluation part, students will be asked to choose a day when they will help people they encounter on the street. If they can take a photo, they will be asked to present it to their classmates in the next class.

(Post) (Good).

4.2. Results for Pre-Service Science Teachers’ Competencies in Instructional Planning for SDG 2

In order to explore pre-service science teachers’ competencies in instructional planning for teaching SDG 2, the open-ended question “How can you teach the goal of ‘Zero Hunger’ in K-12 classrooms? Can you prepare a lesson plan to teach ‘Zero Hunger’ goal of sustainable development? Please explain,” was asked before and after the course. While assessing PSTs’ competencies, the criterion for successful instructional planning is that PSTs are able to explain the components of a detailed lesson plan (learning objectives, content, teaching method, learning activities, and assessment) for SDG 2.

Results showed that the majority of pre-service science teachers’ (approximately 95%) competencies on the different parts of instructional planning for SDG 2 (Zero Hunger) in K-12 classrooms were at a poor level at the beginning of the course (see Figure 3).

Many pre-service science teachers developed their competencies on the different parts of instructional planning for SDG 2 (Zero Hunger) throughout the course. At the end of the course, approximately 80% of PSTs show good competency in the different parts of instructional planning for ‘Zero Hunger’ goal (see Figure 4).

For example, PST 8 is one of the individuals who developed her competency on instructional planning for SDG 2. The pre–post answers of PST 8 on instructional planning for SDG 2 are below:

PST 8: Maybe I can explain what hunger is and I can show some pictures about hungry people around the world. I don’t know what else to do.

(Post) (Good).

PST 8: I can design lesson plan for ‘Zero hunger’ using 5E instructional model. As a teacher, I can define my learning objective firstly. The objectives can be like: students can explain what hunger is and its impact on the world, explain the negative effects of hunger and malnutrition on people’s health, and they can explain how injustices in food production and distribution contribute to the problem of hunger, they can discuss the contributions that individuals can make to ending hunger (such as preventing food waste, conscious consumption). Then, at engage part, as a teacher, I state how many people worldwide go to bed hungry every night. I want students to discuss this number in class. Then, I mention the United Nations’ Zero Hunger initiative. I ask for a connection between the two (the number and initiative). Then, I play videos about hunger (https://www.youtube.com/watch?v=ifCQ4LqT8G8) (accessed on 10 September 2025). After watching the video, I want the class to analyze it and then ask two questions. I divide the class into two groups for discussion. One group discuss the question of “In which regions of the world is hunger most prevalent? What are its causes? (Natural disasters, wars, poverty, etc.)”. Other group discuss the question of “What is food waste? How does food waste affect hunger?” After the discussions, at explain part, I ask the class guiding questions (“What causes hunger?” and “How can we reduce food waste?”) Then, I provide detailed information about SDG 2, Zero Hunger. At elaborate part, students are asked to discuss the following question: “What can we do to end hunger?” Then, students are divided into three groups voluntarily. One group are asked to imagine a person experiencing hunger in Africa, other group in the United States, and another group in Türkiye. They are asked to write a letter to a friend living in another country. First, the entire class is introduced to these countries and regions, and they are expected to write accordingly. Students read their writings in class and participate in class discussions. At evaluate part, as a teacher, I evaluate students by asking them the following questions like “What are the root causes of hunger?” ”What steps can be taken to end hunger?” Brief feedback is given based on students’ answers, and the achievement of the lesson’s objectives is monitored.

(Post) (Good).

4.3. Results for Pre-Service Science Teachers’ Competencies in Instructional Planning for SDG 3

In order to explore pre-service science teachers’ competencies in instructional planning for teaching SDG 3, the open-ended question “How can you teach the goal of ‘Good Health and Well-being’ in K-12 classrooms? Can you prepare a lesson plan to teach ‘Good Health and Well-being’ goal of sustainable development? Please explain,” was asked before and after the course. While assessing PSTs’ competencies, the criterion for successful instructional planning is that PSTs are able to explain the components of a detailed lesson plan (learning objectives, content, teaching method, learning activities, and assessment) for SDG 3.

Results showed that the majority of pre-service science teachers’ competencies in the different parts of instructional planning for SDG 3 (Good Health and Well-being) in K-12 classrooms were at a poor level at the beginning of the course (see Figure 5).

Many pre-service science teachers developed their competencies in instructional planning for SDG 3 (Good Health and Well-being) throughout the course. At the end of the course, approximately 95% of PSTs show good competency in the different parts of instructional planning for ‘Good Health and Well-being’ goal (see Figure 6).

For example, PST 11 is one of the individuals who developed his competency in instructional planning for SDG 3. The pre–post answers of PST 11 on instructional planning for SDG 3 are given below:

PST 11: I don’t know. I think that I have no knowledge about teaching SDG 3.

(Pre) (Poor).

PST 11: I can design lesson plan for ‘Good health and well-being’. As a teacher, I define my learning objective firstly. The objectives can be like: students explain that they are a part of the environment they live in and they associate healthy living with the environment within the scope of the Sustainable Development Goals. Students are asked the questions, “What kind of interaction is there between humans and nature? How does it affect our health and how we live a sustainable, quality life?” and the topic is expanded upon based on the answers they receive. Students give examples of the interaction between nature and humans. They consider their contributions to human health and the goal of sustainable development, which is the quality of life.

(Post) (Poor).

4.4. Results for Pre-Service Science Teachers’ Competencies in Instructional Planning for SDG 4

In order to explore pre-service science teachers’ competencies in instructional planning for teaching SDG 4, the open-ended question “How can you teach the goal of ‘Quality Education’ in K-12 classrooms? Can you prepare a lesson plan to teach ‘Quality Education’ goal of sustainable development? Please explain,” was asked before and after the course. While assessing PSTs’ competencies, the criterion for successful instructional planning is that the PSTs are able to explain the components of a detailed lesson plan (learning objectives, content, teaching method, learning activities, and assessment) for SDG 4.

Results showed that the majority of pre-service science teachers’ competencies on the different parts of instructional planning for SDG 4 (Quality Education) in K-12 classrooms were at a poor level at the beginning of the course (see Figure 7).

Many pre-service science teachers developed their competencies in instructional planning for SDG 4 (Quality Education) throughout the course. At the end of the course, approximately 90% of PSTs demonstrate good competency in the different parts of instructional planning for ‘Quality Education’ goal (see Figure 8).

For instance, PST 15 is one of the individuals who developed her competency in instructional planning for SDG 4. The pre–post answers of PST 15 on instructional planning for SDG 4 are given below:

PST 15: I define my learning objectives and I mention the characteristics of quality education and the effects of quality education on society.

(Pre) (Poor).

PST 15: I can design lesson plan for “Quality Education” using 5E instructional model. As a teacher, I define my learning objective firstly. These objectives are like: students recognize the positive effects of quality education on individual development, explain the importance of equality and opportunity in accessing education and discuss lifelong learning. At engage part, I ask students, “What is quality education? What kind of education would you consider more quality?” to capture students’ attention and spark curiosity about the topic. They watch a video explaining the educational approach of a leading country in the world. Then, I ask the question: “What do you think is most important in education? What would it be like to receive a quality education?” At explore part, students are divided into small groups, and each group acts out a scenario related to “quality education.” The scenarios could be (1) a classroom with good teachers, (2) a school rich in resources and materials and (3) a classroom where students actively participate and technology is used effectively. Students dramatize these scenarios (by using board, books, projector, etc.) for 3–4 min and discover what quality education looks like. I ask the “From the situations you simulated, could you understand what quality education is? What was the most effective element?” to enable students to explore the different components of quality education through drama. At explain part, the subject is conveyed to the students through presentation by me, as a teacher. At elaborate part, students watch a short video about different education systems. The video shows schools in different countries and the quality of education in these schools. Based on the video, students will discuss which countries are better in terms of quality education and why. Then, teacher asks “Which education systems offer quality education? Based on the videos you watched, how would you define a school that offers quality education?” Therefore, students deepen the knowledge they gain from drama activity and connect it to the real world. At evaluate part, the class is divided into two groups. One group writes about the factors that contribute to poor quality education, while the other writes about what needs to be done to achieve quality education. These are shared with the class to evaluate and reinforce what students have learned.

(Post) (Good).

4.5. Results for Pre-Service Science Teachers’ Competencies in Instructional Planning for SDG 5

In order to explore pre-service science teachers’ competencies in instructional planning for teaching SDG 5, the open-ended question “How can you teach the goal of ‘Gender Equality’ in K-12 classrooms? Can you prepare a lesson plan to teach ‘Gender Equality’ goal of sustainable development? Please explain,” was asked before and after the course. While assessing PSTs’ competencies, the criterion for successful instructional planning is that PSTs are able to explain the components of a detailed lesson plan (learning objectives, content, teaching method, learning activities, and assessment) for SDG 5.

Results showed that pre-service science teachers’ competences on the different parts of instructional planning for SDG 5 (Gender Equality) in K-12 classrooms were at a poor level at the beginning of the course (see Figure 9).

Many pre-service science teachers developed their competencies in instructional planning for SDG 5 (Gender Equality) throughout the course. At the end of the course, approximately 75% of PSTs show good competency in the different parts of instructional planning for ‘Gender Equality’ goal (see Figure 10).

For instance, PST 2 is one of the individuals who developed her competency in instructional planning for SDG 5. The pre–post answers of PST 2 on instructional planning for SDG 5 are below:

PST 2: I think it is difficult to teach. I mention what gender equality is but I don’t know how to explain it in all aspects. I think we should get education about teaching these issues.

(Post) (Good).

PST 2: I can design lesson plan for ‘Gender equality’ using 5E instructional model. As a teacher, I define my learning objective firstly. The objectives can be: students recognize the concept of gender equality, explore social problems on this issue, and develop solutions. At engage part, a short video or animation is shown (for example, a video explaining the importance of gender equality: https://www.youtube.com/watch?v=XaXuRWAt03g) (accessed on 10 September 2025). Then, I ask the question: “What did you understand from this video? What does gender equality mean to you?” Students discusses the responses to these questions. At explore part, students are divided into small groups. Each group is assigned a topic related to gender inequality (e.g., education, work, family roles). Therefore, I encourage students to explore the topic from different perspectives. Each group discusses the inequalities and their causes on the assigned topic. Moreover, the groups will prepare a short presentation on the topic. At explain part, each group presents their prepared presentation to the other groups. During the presentation, they focus on the causes and consequences of gender inequality. The teacher clarifies the topic. At elaborate part, students perform a drama activity prepared by the teacher. The subject of the drama is the stereotyped roles of women and men in family. Then, at evaluate part, students are asked to write a reflective essay about the course. They are encouraged to reflect by asking questions such as, “What does gender equality mean to me?”

(Post) (Good).

4.6. Results for Pre-Service Science Teachers’ Competencies in Instructional Planning for SDG 6

In order to explore pre-service science teachers’ competencies in instructional planning for teaching SDG 6, the open-ended question “How can you teach the goal of ‘Clean Water and Sanitation’ in K-12 classrooms? Can you prepare a lesson plan to teach ‘Clean Water and Sanitation’ goal of sustainable development? Please explain,” was asked before and after the course. While assessing PSTs’ competencies, the criterion for successful instructional planning is that PSTs are able to explain the components of a detailed lesson plan (learning objectives, content, teaching method, learning activities, and assessment) for SDG 6.

Results showed that the majority of pre-service science teachers’ (approximately 80%) competences on the different parts of instructional planning for SDG 6 (Clean Water and Sanitation) in K-12 classrooms were at a poor level at the beginning of the course (see Figure 11).

Pre-service science teachers developed their competencies in instructional planning for SDG 6 (Clean Water and Sanitation) throughout the course. At the end of the course, nearly all PSTs show good competency in the different parts of instructional planning for ‘Clean Water and Sanitation’ goal (see Figure 12).

To illustrate, PST 18 is one of the individuals who developed his competency in instructional planning for SDG 6. The pre–post answers of PST 18 on instructional planning for SDG 6 are given below:

PST 18: I mention the importance of clean water and sanitation for our health in my lesson. I show students a video including not polluting and protecting our waters.

(Pre) (Poor).

PST 18: I can design lesson plan for ‘Clean water and sanitation’ using 5E instructional model. As a teacher, I define my learning objective firstly. In line with these objectives at engage part, in order to engage students and raise awareness of the importance of water, I pose a question to the class: “How would your life change if you never had access to clean water?” Then, using a short video or visual, I present the global importance of water and examples from water-scarce regions. The students are asked the following questions: (“What would animals, plants, and people do without clean water?” “Where do you use water the most?”) At explore part, in order to enable students to explore the different uses of water and the effects of water shortages, I divide students into groups and want them to search the different uses of water such as, water use in the home, water in agriculture, water in industry, water in the natural world, water in tourism and commerce. Each group will conduct a brief brainstorming session and prepare a poster explaining why water is important in that area. At explain part, as a teacher, I explain, in simple language, the water cycle and the limited availability of clean water resources to explain the importance of water from a scientific and social perspective, using different situations. In addition, I give students examples of water problems around the world (e.g., migratory birds losing their habitats due to drying up of water sources, declines in agricultural production, diseases caused by polluted water, tourism’s dependence on water resources). At elaborate part, I help students understand the importance of water by building empathy through a drama activity. The drama activity can be “Stories of Water”. Five students are selected voluntarily to play the following roles: (o Migratory Bird: A bird facing difficulties on its migration route because water sources have dried up, o Farmer: A farmer unable to irrigate and grow crops, o Sick Child: A child suffering from diarrhea due to drinking polluted water, o Fisherman: A fisherman unable to fish in polluted water sources, o Tourist: A business owner who has lost tourist interest due to polluted water). Each character comes on stage and tells their own story (during 2–3 min). Other students listen carefully and take notes on the stories. At evaluate part, teacher evaluates what students have learned through drama and discussion. Each group develops solutions to the problems experienced by a character. And they present their solutions to the class with a presentation or poster.

(Post) (Good).

4.7. Results for Pre-Service Science Teachers’ Competencies in Instructional Planning for SDG 7

In order to explore pre-service science teachers’ competencies in instructional planning for teaching SDG 7, the open-ended question “How can you teach the goal of ‘Affordable and Clean Energy’ in K-12 classrooms? Can you prepare a lesson plan to teach ‘Affordable and Clean Energy’ goal of sustainable development? Please explain,” was asked before and after the course. While assessing PSTs’ competencies, the criterion for successful instructional planning is that PSTs are able to explain the components of a detailed lesson plan (learning objectives, content, teaching method, learning activities, and assessment) for SDG 7.

Results showed that the majority of pre-service science teachers’ (approximately 85%) competencies in the different parts of instructional planning for SDG 7 (Affordable and Clean Energy) in K-12 classrooms were at a poor level at the beginning of the course (see Figure 13).

Many pre-service science teachers developed their competencies in instructional planning for SDG 7 (Affordable and Clean Energy) throughout the course. At the end of the course, approximately 95% of PSTs demonstrate good competency in the different parts of instructional planning for ‘Affordable and Clean Energy’ goal (see Figure 14).

For example, PST 9 is one of the individuals who developed his competency in instructional planning for SDG 7. The pre–post answers of PST 9 on instructional planning for SDG 7 are given below:

PST 9: As a teacher, I teach renewable and nonrenewable energies and the advantages of using renewable energy. I try to design the course so that students can discuss about types of energy.

(Pre) (Poor).

PST 9: I can design lesson plan for ‘Affordable and clean energy’ using 5E instructional model. As a teacher, I define my learning objective like: students explain that fossil fuels are limited and one of the non-renewable energy sources, and the importance of renewable energy sources by giving examples. At engage part, I ask students to understand what they know about energy sources and whether they know the difference between renewable and non-renewable. The concept of “sustainability” is discussed and whether they have heard of it. Visuals of various energy sources (coal, oil, wind, solar, hydroelectric, etc.) are shown in class. Students’ opinions are sought by asking questions like “Which is environmentally friendly?” and “Which is exhaustible?” I play the video to students (e.g., https://youtu.be/Bybtrp3fXJw?si=ZAFLxOlWvk4Gyjf8) (accessed on 10 September 2025). At explore part, students are given different scenarios to develop ideas about how renewable energy sources can be used in different scenarios (island country, polluted city, farm, forest village), and they are expected to propose solutions. At explain part, more in-depth information is provided about renewable energy sources by me, as a teacher. The general characteristics of renewable energy sources are explained. The workings, advantages, and applications of solar energy, wind energy, hydroelectric energy, biomass energy, and geothermal energy are explained. Furthermore, the environmental impacts of these sources and sustainability issues are discussed by students. At elaborate part, students are asked to develop a solution proposal for which renewable energy source would be most suitable to meet their community’s energy needs. In presenting this solution, they are expected to explain the advantages and disadvantages of each source, as well as its environmental impact. Students share their solutions with the class and exchange ideas with other students. At evaluate part, a short quiz consisting of 5–6 questions about renewable, affordable and clean energy sources is given. This quiz includes questions such as what each source is, how it works, and its advantages/disadvantages.

(Post) (Good).

4.8. Results for Pre-Service Science Teachers’ Competencies in Instructional Planning for SDG 8

In order to explore pre-service science teachers’ competencies in instructional planning for teaching SDG 8, the open-ended question “How can you teach the goal of ‘Decent Work and Economic Growth’ in K-12 classrooms? Can you prepare a lesson plan to teach ‘Decent Work and Economic Growth’ goal of sustainable development? Please explain,” was asked before and after the course. While assessing PSTs’ competencies, the criterion for successful instructional planning is that PSTs are able to explain the components of a detailed lesson plan (learning objectives, content, teaching method, learning activities, and assessment) for SDG 8.

Results showed that the majority of pre-service science teachers’ (approximately 85%) competencies in the different parts of instructional planning for SDG 8 (Decent Work and Economic Growth) in K-12 classrooms were at a poor level at the beginning of the course (see Figure 15).

Many pre-service science teachers developed their competencies in instructional planning for SDG 8 (Decent Work and Economic Growth) throughout the course. At the end of the course, At the end of the course, approximately 95% of PSTs demonstrate good competency in the different parts of instructional planning for ‘Decent Work and Economic Growth’ goal (see Figure 16).

For instance, PST 20 is one of the individuals who developed her competency in instructional planning for SDG 8. The pre–post answers of PST 20 on instructional planning for SDG 8 are presented below:

PST 20: To be honest, I do not have enough knowledge about decent work and economic growth, so I don’t think that I can do an effective teaching. Of course, I know the terms decent work and economic growth but I don’t know what to teach students about this themes because they are so young and I’m not sure that they can understand this.

(Pre) (Poor).

PST 20: I can design lesson plan for ‘decent work and economic growth’. I use 5E instructional model because this method can be effective. As a teacher, firstly, I define my learning objective like: students state the aims and importance of supporting uninterrupted, inclusive, and sustainable economic growth, full and productive employment, and decent work for all. In addition, students discuss the current situation in Türkiye and the world on this issue. At engage part, in order to engage students’ interest in the topic and establish connections to daily life, a short video (https://youtu.be/A9OTEOtfnWc?si=A2BdCjUWPJxErdjS) (accessed on 10 September 2025) or image is shown on the poverty and unemployment data mentioned in the presentation. Students are asked short questions about the poverty line, the effects of unemployment, and the global situation mentioned in the presentation to gather their opinions. At explore part, as a teacher, I enable students to explore concepts through their own observations and research. Therefore, students are divided into groups. Each group is given topics from different sections of the presentation (e.g., unemployment rates in Turkey, women’s employment, the effects of informal employment) and is asked to discuss these topics, find examples, or conduct brief research. At explain part, each group presents its topic to the class to share and reinforce the knowledge gained during the exploration phase with the class. The concepts presented in the presentation (e.g., decent work, sustainable development, unemployment) are explained by me as a teacher and reinforced with student contributions. At elaborate part, students are asked to prepare a short article or poster covering one of the assigned topics (e.g., youth workforce participation, characteristics of decent work). Students propose various solutions by using the statistics provided in the presentation of teacher. Therefore, students will gain a deep understanding about the topic. At evaluate part, I evaluate what students have learned throughout the course. Students are assessed with a short-answer or open-ended test or questions using concepts such as the poverty line and the definition of decent work mentioned in the presentation.

(Post) (Good).

4.9. Results for Pre-Service Science Teachers’ Competencies in Instructional Planning for SDG 9

In order to explore pre-service science teachers’ competencies in instructional planning for teaching SDG 9, the open-ended question “How can you teach the goal of ‘Industry, Innovation, and Infrastructure’ in K-12 classrooms? Can you prepare a lesson plan to teach ‘Industry, Innovation, and Infrastructure’ goal of sustainable development? Please explain,” was asked before and after the course. While assessing PSTs’ competencies, the criterion for successful instructional planning is that PSTs are able to explain the components of a detailed lesson plan (learning objectives, content, teaching method, learning activities, and assessment) for SDG 9.

Results showed that the majority of pre-service science teachers’ competencies in instructional planning for SDG 9 (Industry, Innovation, and Infrastructure) in K-12 classrooms were at a poor level at the beginning of the course (see Figure 17).

Many pre-service science teachers developed their competencies on instructional planning for SDG 9 (Industry, Innovation, and Infrastructure) throughout the course. At the end of the course, approximately 80% of PSTs demonstrate good competency in the different parts of instructional planning for ‘Industry, Innovation, and Infrastructure’ goal (see Figure 18).

To illustrate, PST 1 is one of the individuals who developed her competency in instructional planning for SDG 9. The pre–post answers of PST 1 on instructional planning for SDG 9 are given below:

PST 1: ‘Industry, innovation and infrastructure’. Ok, I know the terms. I do not have any idea about teaching these issues exactly. Maybe, I ask students what they are, then I explain, then I emphasize that the development of industry, innovation and infrastructure is important for our country.

(Pre) (Poor).

PST 1: I can design lesson plan for ‘industry, innovation and infrastructure. My learning objectives can be like that students explain SDG 9 and produce solutions by connecting to daily life. At engage part, as a teacher, I ask the students the questions of “Can you imagine living in a world without a factory, a bridge, or the internet? What would our lives be like without industry, infrastructure, and innovation?” After asking these questions, I listen responses from the students and display existing visuals. At explore part, students are divided into three groups like Industry, Innovation and Infrastructure. Groups are given short flashcards about the sustainable development goal and are given the opportunity to explore the answers to the following questions (What is the impact of industry?- Why does innovation improve the economy?- Why is infrastructure important for development?) At explain part, as a teacher, I give theoretical knowledge in accordance with my presentation. At elaborate part, students are divided into pairs and given a sheet of paper prepared by the teacher, which covers current issues. They are asked to come up with a solution and draw it. Students are given colored pencils. At evaluate part, short written quiz are conducted and the questions (Why are Sustainable Development Goal 9 important? How do industry, innovation and infrastructure provide development for societies?) are answered by students.

(Post) (Good).

4.10. Results for Pre-Service Science Teachers’ Competencies in Instructional Planning for SDG 10

In order to explore pre-service science teachers’ competencies in instructional planning for teaching SDG 10, the open-ended question “How can you teach the goal of ‘Reduced Inequalities’ in K-12 classrooms? Can you prepare a lesson plan to teach ‘Reduced Inequalities’ goal of sustainable development? Please explain,” was asked before and after the course. While assessing PSTs’ competencies, the criterion for successful instructional planning is that PSTs are able to explain the components of a detailed lesson plan (learning objectives, content, teaching method, learning activities, and assessment) for SDG 10.

Results showed that nearly all pre-service science teachers’ competencies on the different parts of instructional planning for SDG 10 (Reduced Inequalities) in K-12 classrooms were at a poor level at the beginning of the course (see Figure 19).

Many pre-service science teachers developed their competencies in instructional planning for SDG 10 (Reduced Inequalities) throughout the course. At the end of the course, approximately 75% of PSTs show good competency in the different parts of instructional planning for ‘Reduced Inequalities’ goal (see Figure 20).

For instance, PST 6 is one of the individuals who developed his competencies in instructional planning for SDG 10. The pre–post answers of PST 6 on instructional planning for SDG 10 are below:

PST 6: Explaining or teaching inequalities can be difficult because the issues are too abstract for those students. Frankly, I do not consider myself qualified to teach this subject because I do not take any course about this.

(Pre) (Poor).

PST 6: I can design lesson plan for ‘reduced inequalities’ using 5E instructional model. I define my learning objective like that students recognize types of social inequalities and recognize their impact on individuals and society. They will also be able to develop solutions to reduce inequalities. At engage part, a short animation related to the topic is shown to capture students’ attention (https://www.youtube.com/watch?v=uHfhqeJxTn4) (accessed on 10 September 2025). Then, the question is asked: (“Do you think everyone has the same opportunities?” “Do you remember a time when you felt you were treated unfairly?”) At explore part, students are divided into groups. Each group is assigned a different type of inequality like inequality in education, inequality in income distribution, inequality in healthcare access. Each group creates a short story or event on the given topic. They share the story and explain how these inequalities affect people. At explain part, the subject is conveyed to the student through theoretical explanation. Visual resources are used as much as possible. At elaborate group, each group tries to resolve the inequalities in the stories written in the ‘Elaborate’ step by using the information they learned in class and discussing them among themselves. At evaluate part, students are asked to write a short essay on the question, “What can change in our society in line with the United Nations’ 10th goal?” and discuss it in class.

(Post) (Good).

4.11. Results for Pre-Service Science Teachers’ Competencies in Instructional Planning for SDG 11

In order to explore pre-service science teachers’ competencies in instructional planning for teaching SDG 11, the open-ended question “How can you teach the goal of ‘Sustainable Cities and Communities’ in K-12 classrooms? Can you prepare a lesson plan to teach ‘Sustainable Cities and Communities’ goal of sustainable development? Please explain,” was asked before and after the course. While assessing PSTs’ competencies, the criterion for successful instructional planning is that PSTs are able to explain the components of a detailed lesson plan (learning objectives, content, teaching method, learning activities, and assessment) for SDG 11.

Results showed that majority of pre-service science teachers’ (90%) competencies on the different parts of instructional planning for SDG 11 (Sustainable Cities and Communities) in K-12 classrooms were at a poor level at the beginning of the course (see Figure 21).

Many pre-service science teachers developed their competencies on instructional planning for SDG 11 (Sustainable Cities and Communities) throughout the course. At the end of the course, approximately 85% of PSTs demonstrate good competency in the different parts of instructional planning for ‘Sustainable Cities and Communities’ goal (see Figure 22).

For instance, PST 13 is one of the individuals who developed her competency on instructional planning for SDG 11. The pre–post answers of PST 13 on instructional planning for SDG 11 are given below:

PST 13: I know the word of sustainability, but I don’t know what features sustainable cities should have.

(Pre) (Poor).

PST 13: I can design lesson plan for ‘sustainable cities and communities’ using 5E instructional model. Initially, I define my learning objectives. For example, the first objective can be that students learn the characteristics and requirements of sustainable cities. And other objective can be that they develop solutions that increase environmental awareness regarding sustainability and they aware of issues such as recycling, green spaces, and energy efficiency. At engage part, students are asked questions like, “What are sustainable cities?” and “Why is it important to build sustainable communities?” After students consider these questions, a short class discussion takes place. At explore part, students are divided into small groups, and each group conducts research on the characteristics of a sustainable city. Using the resources provided, they search for examples of these characteristics and present them to the class. After presenting the groups’ research findings, the teacher explains the characteristics of sustainable cities and communities in more detail at explain part. At this stage, it’s important to explain to students that sustainability encompasses not only the environment but also the social and economic aspects of society. Real-life examples are used to explain how sustainable cities are created and the benefits they offer. At elaborate part, when students think about their own city or town, they are asked to write down what improvements they could make in terms of sustainability. In groups, students develop a “sustainability plan” to improve the sustainability of their community. This plan could include areas such as energy efficiency, waste management, green spaces, and social projects. At evaluate part, students are asked to write a short essay reflecting on what they learned and the plans they developed during their group work. In this essay, they are expected to explain the steps to create a sustainable city and how these steps will benefit society and the environment. At the end of the lesson, students can consolidate their learning by discussing the question, “How can sustainability be implemented where you live?”

(Post) (Good).

4.12. Results for Pre-Service Science Teachers’ Competencies in Instructional Planning for SDG 12

In order to explore pre-service science teachers’ competencies in instructional planning for teaching SDG 12, the open-ended question “How can you teach the goal of ‘Responsible Consumption and Production’ in K-12 classrooms? Can you prepare a lesson plan to teach ‘Responsible Consumption and Production’ goal of sustainable development? Please explain,” was asked before and after the course. While assessing PSTs’ competencies, the criterion for successful instructional planning is that PSTs are able to explain the components of a detailed lesson plan (learning objectives, content, teaching method, learning activities, and assessment) for SDG 12.

Results showed that the majority of pre-service science teachers’ competencies on the different parts of instructional planning for SDG 12 (Responsible Consumption and Production) in K-12 classrooms were at a poor level at the beginning of the course (see Figure 23).

Many pre-service science teachers developed their competencies in instructional planning for SDG 12 (Responsible Consumption and Production) throughout the course. At the end of the course, approximately 95% of PSTs show good competency in the different parts of instructional planning for ‘Responsible Consumption and Production’ goal (see Figure 24).

For example, PST 2 is one of the individuals who developed his competency in instructional planning for SDG 12. The pre–post answers of PST 2 on instructional planning for SDG 12 are below:

PST 2: Students are shown the poster about the components of the ecological footprint and asked what they understand from it. Once the students’ responses are received, the lesson begins. After the explanations are made, an example of an ecological footprint calculation can be made using the link below (https://footprint.wwf.org.uk/) (accessed on 10 September 2025). Students are asked to reflect on their own lives and consider how they can be responsible consumers. They are asked to develop different plans to reduce their personal ecological footprint in different areas (at home, at school, at work, in the natural environment, etc.). The class is then divided into groups, and each group is asked to translate their plans into rules and develop implementation methods. At the end of the lesson, an evaluation is made with questions. The answers are discussed as a class.

(Pre) (Good).

PST 2: I can design lesson plan for ‘responsible consumption and production’. My learning objectives can be like that students define the concepts of sustainable production and consumption, explain the purpose and principles of sustainable production and consumption, the need for efficient use of natural resources and the importance of preventing waste. In addition they explain sustainability practices such as recycling, renewable energy use, and sustainable agriculture. At engage part, students are shown a short video related to the topic to capture their attention (https://www.youtube.com/watch?v=vpc-RwXwtH8) (accessed on 10 September 2025). Then they are asked: How much do you know about the environmental impact of the products we use today? At explore part, students are given examples of sustainable production and consumption in groups. Each group discusses the example and analyzes the environmental impact of this practice. During the exploration, the teacher guides the students and provides necessary explanations. At explain part, the subject is conveyed to the students through theoretical explanation. Visual resources are used whenever possible. At elaborate part, students are asked to consider how they can implement sustainable production and consumption practices in their personal lives. At this stage, as a teacher, I offer students suggestions that can change their lifestyles and habits. At evaluate part, students are asked to write a short essay on what we can change in our society regarding sustainable production and consumption and discuss it in class.

(Post) (Good).

4.13. Results for Pre-Service Science Teachers’ Competencies in Instructional Planning for SDG 13

In order to explore pre-service science teachers’ competencies in instructional planning for teaching SDG 13, the open-ended question “How can you teach the goal of ‘Climate Action’ in K-12 classrooms? Can you prepare a lesson plan to teach ‘Climate Action’ goal of sustainable development? Please explain,” was asked before and after the course. While assessing PSTs’ competencies, the criterion for successful instructional planning is that PSTs are able to explain the components of a detailed lesson plan (learning objectives, content, teaching method, learning activities, and assessment) for SDG 13.

Results showed that the majority of pre-service science teachers’ competencies on the different parts of instructional planning for SDG 13 (Climate Action) in K-12 classrooms were at a poor level at the beginning of the course (see Figure 25).

Many pre-service science teachers developed their competencies in instructional planning for SDG 13 (Climate Action) throughout the course. At the end of the course, 95% of PSTs show good competency in the different parts of instructional planning for ‘Climate Action’ goal (see Figure 26).

For example, PST 19 is one of the individuals who developed her competency in instructional planning for SDG 13. The pre–post answers of PST 19 on instructional planning for SDG 13 are given below:

PST 19: I enter the classroom and explain that today’s topic is the effects of climate change. The video about climate change is shown to draw students’ attention to the topic (https://www.youtube.com/watch?v=2T-A3s_DPO4) (accessed on 10 September 2025). Then, I divide the students into small groups and gives each group a case study (Amazon forest fires, massive fires in Australia, 2003 European heat wave, 2015 Pakistan heat wave, sea level rise in the Maldives, etc.) and asks each group to explain how these events are connected to global climate change. Each group shares their findings about their research with the class. The teacher explains the effects of climate change by relating the case studies and using the textbook. The teacher divides students into groups. Each group is assigned a climate change impacts (ozone layer depletion, reduction in biodiversity, melting glaciers, deforestation) and asked to write a short essay on how it can be prevented or reduced. I ask students to express in writing what they have learned about global climate change and how to combat these problems, as well as to propose solutions. This allows students to assess their understanding of the topic and also reinforce it. At the end of the process, students are assessed on what they learned and what they did during the lesson.

(Pre) (Good).

PST 19: I can design lesson plan for ‘climate action’ using 5E instructional model. I define my learning objective firstly like that by explaining the concepts of climate change and global warming, students can discuss the impacts of these problems on the environment, society, and the economy, and identify measures that can be taken within the scope of climate action. At engage part, a short animation related to the topic is shown to capture students’ attention (https://www.youtube.com/watch?v=aGYjEyHBUTA) (accessed on 10 September 2025). I ask the students, “What is the impact of the products we use in our daily lives on global warming?” Students discuss this question with each other. At explore part, students are asked to discuss the factors that influence global warming by giving examples. Students discuss the effects of global warming and climate change and analyze their effects on the world. At explain part, the subject is conveyed to the student through theoretical explanation by teacher that is me. Visual resources are used whenever possible. At elaborate part, I ask students what they can individually do to reduce global warming and climate change in their daily lives. Furthermore, I give some examples to help students become aware of global warming and climate change. To evaluate students’ learning, I ask students to gather in groups of 4–5 and write a proposed solution for a factor affecting climate change. These proposals are then presented to the class, and the most effective ones are discussed.

(Post) (Good).

4.14. Results for Pre-Service Science Teachers’ Competencies in Instructional Planning for SDG 14

In order to explore pre-service science teachers’ competencies in instructional planning for teaching SDG 14, the open-ended question “How can you teach the goal of ‘Life Below Water’ in K-12 classrooms? Can you prepare a lesson plan to teach ‘Life Below Water’ goal of sustainable development? Please explain,” was asked before and after the course. While assessing PSTs’ competencies, the criterion for successful instructional planning is that PSTs are able to explain the components of a detailed lesson plan (learning objectives, content, teaching method, learning activities, and assessment) for SDG 14.

Results showed that the majority of pre-service science teachers’ (approximately 75%) competencies on the different parts of instructional planning for SDG 14 (Life Below Water) in K-12 classrooms were at a poor level at the beginning of the course (see Figure 27).

Many pre-service science teachers developed their competences in instructional planning for SDG 14 (Life Below Water) with the course. At the end of the course, approximately 95% of PSTs show good competency in the different parts of instructional planning for ‘Life Below Water’ goal (see Figure 28).

To illustrate, PST 10 is one of the individuals who developed his competency on instructional planning for SDG 14. The pre–post answers of PST 10 on instructional planning for SDG 14 are given below:

PST 10: I define learning objectives and teaching method according to curriculum and teach the importance of protecting life below water like fish, plants, etc.

(Pre-poor).

PST 10: I can design lesson plan for “life below water” using 5E instructional model. My learning objectives can be like that students identify the types of living things in aquatic ecosystems, explain the relationships between aquatic organisms and develop solutions for the sustainability of aquatic ecosystems. At engage part, I display a photo on the smartboard showing organisms living in the ocean ecosystem and, to introduce the lesson, and asks students, “Can you give me some examples of organisms that live underwater?” This helps them remember the organisms in the aquatic ecosystem. Then, I ask students how they can protect the aquatic ecosystem, creating a classroom discussion. At explore part, as a teacher, I use ‘The Six Thinking Hats’ activity which is a technique used to organize thought processes and helps develop different perspectives (White Hat: Objective Information, Red Hat: Emotional Reactions, Yellow Hat: Positive Thinking, Green Hat: Creativity and Solution, Blue Hat: Management and Process, Black Hat: Risks and Downsides). This method encourages students to consider a given problem from different perspectives. An activity using the ‘Six Thinking Hats’ on the topic of “Life Below Water” allows students to develop different perspectives when thinking. Students are divided into groups and told that they will be working on a problem related to aquatic life and the protection of aquatic ecosystems. Each group is assigned a “hat,” which determines the perspective from which the group members think, and each group is given cards with photos and names of different living species found in the aquatic ecosystem (fish, algae, aquatic plants, etc.) Each group uses their own knowledge and research to write down the role of each chosen organism in the aquatic ecosystem and its relationships with other organisms. They then share the information with their classmates as a presentation. At explain part, as a teacher, I explain the conditions necessary for the sustainability of aquatic ecosystems and the impacts of human activities on aquatic ecosystems (e.g., water pollution, overfishing, habitat loss). Furthermore, the measures that must be taken to maintain the balance of aquatic ecosystems are emphasized. At elaborate part, I ask students to come up with solutions to prevent pollution in any water source and to take notes on them. The groups elect a representative from among themselves and send their representatives to the board to present their suggestions/explanations to the class. I explain that solutions can be both individual and societal. Students discuss their suggestions as a class and evaluate their feasibility. At evaluate part, I distribute a 10-questions test to the students and ask them to solve it. After everyone has completed the questions, I solve the questions one by one, ensuring that the students see their mistakes and learn the correct answers.

(Post-Good).

4.15. Results for Pre-Service Science Teachers’ Competencies in Instructional Planning for SDG 15

In order to explore pre-service science teachers’ competencies in instructional planning for teaching SDG 15, the open-ended question “How can you teach the goal of ‘Life on Land’ in K-12 classrooms? Can you prepare a lesson plan to teach ‘Life on Land’ goal of sustainable development? Please explain,” was asked before and after the course. While assessing PSTs’ competencies, the criterion for successful instructional planning is that PSTs are able to explain the components of a detailed lesson plan (learning objectives, content, teaching method, learning activities, and assessment) for SDG 15.

Results showed that the majority of pre-service science teachers’ competencies in instructional planning for SDG 15 (Life on Land) in K-12 classrooms were at a poor level at the beginning of the course (see Figure 29).

Pre-service science teachers developed their competencies in instructional planning for SDG 15 (Life on Land) throughout the course. At the end of the course, nearly all PSTs demonstrate good competency in the different parts of instructional planning for ‘Life on Land’ goal (see Figure 30).

For example, PST 17 is one of the individuals who developed her competencies in instructional planning for SDG 15. The pre–post answers of PST 17 on instructional planning for SDG 15 are given below:

PST 17: I try to determine learning objectives and teach students to protect animals, plants through direct instruction. I don’t know what else I can teach because I do not know exactly what this goal covers.

(Pre-Good).

PST 17: I can design lesson plan for ‘life on land’ using 5E instructional model. I define my learning objectives. These objectives are like that students explain the importance and impact of terrestrial life and students exchange ideas and consolidate their knowledge by finding solutions through activities. At engage part, in order to define terrestrial life and to capture students’ attention and spark curiosity about the topic, I provide a definition and explain the purpose. Then I ask the questions ‘Why is terrestrial life important?’ and ‘What are the threats to terrestrial life?’ At explore part, as a teacher, my aim is to reinforce students’ solutions to the negative impacts of terrestrial life through an activity and exchange of ideas. Therefore, students are divided into groups by me. There are situations that negatively impact terrestrial life inside the box on the table. One student in the group is asked to choose one. The members of that group are asked to suggest a solution within 10 s. If they can’t find one, the group that knows the answer first and responds quickly receives points. The time it took to respond is calculated, and solutions to all problems are found and the timeframes are calculated accordingly. The group with the fastest answer wins. At explain part, the topic is conveyed to students through a presentation by me as a teacher. At elaborate part, my purpose is to reinforce what participants have learned by providing an overview of the course. Thus, students are asked to share their learning and any questions they may have throughout the course. At evaluate part, I want students to select a problem encountered in an ecosystem or biodiversity area and prepare a short report proposing solutions to address it. The report focuses on ecosystem services, sustainable solutions, and long-term impacts. Moreover, at the end of the course, a short assessment will be administered that tests concepts and proposed solutions related to terrestrial life conservation.

(Post-Good).

4.16. Results for Pre-Service Science Teachers’ Competencies for Teaching SDG 16

In order to explore pre-service science teachers’ competencies in instructional planning for teaching SDG 16, the open-ended question “How can you teach the goal of ‘Peace, Justice, and Strong Institutions’ in K-12 classrooms? Can you prepare a lesson plan to teach ‘Peace, Justice, and Strong Institutions’ goal of sustainable development? Please explain,” was asked before and after the course. While assessing PSTs’ competencies, the criterion for successful instructional planning is that PSTs are able to explain the components of a detailed lesson plan (learning objectives, content, teaching method, learning activities, and assessment) about SDG 16.

Results showed that pre-service science teachers’ competencies on the different parts of instructional planning for SDG 16 (Peace, Justice, and Strong Institutions) in K-12 classrooms were at a poor level at the beginning of the course (see Figure 31).

Many pre-service science teachers developed their competencies on instructional planning for SDG 16 (Peace, Justice, and Strong Institutions) throughout the course. At the end of the course, approximately 85% of PSTs demonstrate good competency in the different parts of instructional planning for ‘Peace, Justice, and Strong Institutions’ goal (see Figure 32).

For example, PST 7 is one of the individuals who developed her competencies in instructional planning for SDG 16. The pre–post answers of PST 7 on instructional planning for SDG 16 are presented below:

PST 7: I don’t know how I can teach these terms because I think that I should get pedagogical training about teaching these concepts to K-12 students.

(Pre-Poor).

PST 7: I can design lesson plan for ‘peace, justice, strong institutions’ using 5E instructional model. I define my learning objectives like that students realize the meaning and importance of goal 16 of the Sustainable Development Goals, discuss the impact of peace and justice on societies, and question the role of strong institutions on individuals and society. At engage part, I begin by asking the following question, using a blackboard or projector: “What do you think peace means? What happens when justice is lacking in society?” Students’ responses are collected in a brief discussion. Next, Goal 16 of the UN Sustainable Development Goals is introduced with a visual or short video. At explore part, as a teacher, I divide students into groups of three or four. Each group is assigned one of the following topics: the social impact of peace, the role of justice on individuals and society, the importance of strong institutions, the potential consequences of injustice and lack of peace. Groups are asked to reflect on the given topic and record their opinions. Each group shares the results of their discussions with the class. At explain part, I summarize the views presented by the groups and emphasize the following points (peace is not merely the absence of war, but a society in which individuals can live in security, justice ensures the principles of equality and fairness in society, strong institutions guarantee the democratic order and human rights). At elaborate part, students are presented with a case scenario: “Imagine a situation in which the justice system in a society is ineffective and discrimination is prevalent. How does this affect people’s daily lives and social structure?” Groups propose solutions based on this scenario and discuss why the solution is linked to peace and strong institutions. At evaluate part, each student is given time to write down their answers to the following questions: Why are peace and justice important to the society? Can you give an example of the impact of powerful institutions in your personal life? What can be done to resolve a situation where justice is lacking? Responses are evaluated by the teacher, and class sharing is encouraged.

(Post-Good).

4.17. Results for Pre-Service Science Teachers’ Competencies in Instructional Planning for SDG 17

In order to explore pre-service science teachers’ competencies in instructional planning for teaching SDG 17, the open-ended question “How can you teach the goal of ‘Partnerships for the Goals’ in K-12 classrooms? Can you prepare a lesson plan to teach ‘Partnerships for the Goals’ goal of sustainable development? Please explain,” was asked before and after the course. While assessing PSTs’ competencies, the criterion for successful instructional planning is that PSTs are able to explain the components of a detailed lesson plan (learning objectives, content, teaching method, learning activities, and assessment) for SDG 17.

Results showed that pre-service science teachers’ competencies on the different parts of instructional planning for SDG 17 (Partnerships for the Goals) in K-12 classrooms were at a poor level at the beginning of the course (see Figure 33).

Many pre-service science teachers developed their competencies in instructional planning for SDG 17 (Partnerships for the Goals) throughout the course. At the end of the course, approximately 95% of PSTs demonstrate good competency in the different parts of instructional planning for ‘Partnerships for the Goals’ (see Figure 34).

For instance, PST 4 is one of the individuals who developed her competencies in instructional planning for SDG 17. The pre–post answers of PST 4 on instructional planning for SDG 17 are given below:

PST 4: I guess that I should emphasize partnerships for goals in my teaching procedure. But in order to this, I know the relationships among the goals, and how they affect each other. I have not enough knowledge about all SDGs.

(Pre-poor).

PST 4: I can design lesson plan for ‘partnerships for the goals’ using 5E instructional model. I define my learning objective firstly. These objectives can be like that students explain the United Nations’ 17th Sustainable Development Goal, “Partnerships for the Goals,” and classify what can be done at individual, institutional, national, and global levels to achieve these goals. At engage part, a short video on the topic is shown to capture students’ attention (https://www.youtube.com/watch?v=K0bH600Pnys) (accessed on 10 September 2025). Then, questions are asked to encourage students to think: How do you think the rate of internet access in the world’s population has increased? and Could collaboration be beneficial in increasing this rate? At explore part, students are divided into four groups. Each group is expected to offer suggestions on what can be done to achieve the goals through partnerships (Group 1: at the individual level, Group 2: at the institutional level, Group 3: at the national level, Group 4: at the global level). At explain part, the subject is conveyed to the student through theoretical explanation by teacher. Examples are used as much as possible to help. At elaborate part, students draw some conclusions from the suggestions in the discovery stage by using the information they have learned, discussing them with each other, and relating them to daily life. At evaluate part, students are asked to write a short essay on the question, “What will our world be like as a result of achieving goal 17?” and discuss it in class.

(Post-good).

4.18. Summary of Results on Pre-Service Science Teachers’ Competencies in Instructional Planning

In conclusion, results showed that pre-service science teachers’ competencies in instructional planning for teaching all SDGs improved. According to the results, the Sustainable Development Goals for which prospective teachers showed the most improvement in lesson plan preparation were as follows: SDG 6 and SDG 15. After implementation, nearly all teacher candidates were able to prepare good instructional plans for SDG 6 and SDG 15. On the other hand, the least progress made in the PSTs’ lesson plan preparations was for the following goals: SDG 5 and SDG 10. After the course, 75% of PSTs’ competencies in instructional planning are good for SDG 5 and SDG 10 (see Figure 35).

5. Discussion and Conclusions

The purpose of the present study was to develop pre-service science teachers’ competencies in instructional planning for teaching SDGs in K-12 classrooms. The results showed that the designed ‘Sustainable Ecology’ course contributed to improved outcomes for pre-service science teachers’ competencies in instructional planning for teaching SDGs in K-12 classrooms. In the current literature, there is general research that emphasizes teachers’ competencies in teaching sustainable developmental issues [8,77,84,104,105,106,107,108,109,110,111,112,113,114,115,116]. All this research revealed what teachers’ competencies should be to teach sustainable development issues. However, the extent to which these competencies are effectively integrated into teacher education remains an undiscovered area [36,117,118,119,120]. Similarly to the current study, Dimakatso and Legodu [121] revealed in their study that pre-service teachers’ competencies should be developed because they struggle to extend the connection to dimensions of sustainable developmental issues while preparing lesson plans. In addition, Manasia et al. [122] showed that professional knowledge and practice could be considered central dimensions and strong and positive influences on teaching practices and the professional readiness of teachers for ESDG. Özdemir-Yılmazer [123] revealed that cross-curricular lesson planning in teacher education enhances pre-service teachers’ interdisciplinary teaching strategies essential for sustainability-oriented teaching and learning. In addition, Hsieh et al. [124] emphasized that integrating the SDGs into teacher education programs can assist pre-service teachers in enhancing their competencies in teaching performance regarding various SDG issues. Dahl [81] showed that student teachers feel less prepared to educate students on sustainability. Therefore, student teacher training in education for sustainability should be integrated in teacher education programs. Moreover, Paño [125] revealed that SDGs had a low-level integration in the lesson plans of the pre-service teachers, and SDGs should be more integrated into lesson plans across disciplines. Collazo Expósito and Granados Sánchez [83] showed in their study that the “ImpSDGup” course (training model in transformative action for sustainability) helped enhance university teachers’ ESD professional competencies.

Susanti et al. [126] suggests that a holistic approach to professional development is necessary to empower teachers and enable them to foster a sustainability-oriented mindset in their students. By implementing holistic approaches, educational institutions can contribute to preparing future generations to engage actively in sustainability efforts. The current study highlights the importance of teacher competencies in ESDG and provides actionable recommendations for policymakers and educational leaders to enhance teacher training programs and promote sustainability education in schools. Competence-based approaches from institutions of higher education and their stakeholders in different parts of the world can contribute to raising teachers with ESDG competencies and achieve educational and societal transformation towards sustainability [127].

The specific professional competencies for teachers can be considered as a foundation for developing educational offers focusing on promoting the specific teachers’ professional competencies in basic ESDG training [128].

6. Limitations and Future Studies

The present research has some limitations. One of these is that the study was conducted in a single institution with a small number of teacher candidates. This may affect sample representativeness and restrict the generalizability of the findings. Therefore, similar studies could be conducted with larger groups in future research to enhance the generalizability and validity of the results. Moreover, since pre-service science teachers did not have any pre-knowledge about SDGs and no experience with the preparation of instructional planning and teaching of SDGs before they participated in the ‘Sustainable Ecology’ elective course, the time of the interviews differed before and after implementation. That is, interviews were shorter before implementation than after implementation (pre: 15–20 min vs. post: 55–60 min). Despite these limitations, this research can be a promising effort in revealing the development of pre-service science teachers’ competencies in instructional planning for teaching SDGs, which are the hope of building a sustainable future.