A New Paradigm in Teacher Education: Sustainability in Teacher Training
A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Sustainable Education and Approaches".
Deadline for manuscript submissions: 28 February 2026 | Viewed by 3902
Special Issue Editor
Interests: curriculum; curriculum development; curriculum evaluation; assessment and evaluation; teaching methods; teacher training; learning and teaching approaches
Special Issues, Collections and Topics in MDPI journals
Special Issue Information
Dear Colleagues,
One of the most important aspects of the 21st century is represented by the changes and developments that have occurred in various fields. Professional fields are continually developing in the current era, the needs of society are changing, and the human workforce is diversifying. With changes in society, there is a constant increase in poverty, inequalities, production and consumption imbalances, failures in ensuring peace and justice, and the need for a good quality of life and high-quality education. There is an increasing need for individuals who have made lifelong learning a philosophy, can effectively use technology, have strong communication and empathy skills, and have good multilingual skills. Educational systems and teachers play an important role in raising 21st-century learners. In order for learners to adapt to the future, teachers must guide and enlighten them. Occupationally and academically successful students can only flourish with help from teachers who are occupationally competent. It is seen as necessary for teachers to have 21st-century skills; it is expected that teachers will adopt a research and questioning approach, develop good problem-solving skills, be able to effectively communicate, have digital proficiency, be active in lifelong learning, and be able to think critically. In this context, programs that train teachers are becoming popular, and programs that diverge from the traditional approach with a modern structure, supported by technology, must be emphasized. For high-quality teacher education, programs need to be developed that have a sustainable approach. In this context, the Sustainable Development Goals deserve attention. Teaching candidates should start their teaching career with an understanding of the importance of sustainable education; teacher training programs should be designed to increase teaching candidates' awareness of the Sustainable Development Goals. Teaching candidates and teachers should have knowledge and skills regarding sustainable development practices and integrate these practices into their professional fields. In this context, there is a growing need for scientific research into the quality of teacher education; the extent to which the Sustainable Development Goals are included in these programs; sustainable practices; and the identification and meeting of needs. The aims of this Special Issue are to evaluate and improve the quality of teacher training, to determine the level of sustainability in teacher education, and to provide guidelines for the development of contemporary approaches.
I am looking forward to contributions from researchers working on sustainability in teacher training.
Prof. Dr. Çiǧdem Hürsen
Guest Editor
Manuscript Submission Information
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Keywords
- teacher training
- teacher training programs
- technology-supported teacher training programs
- new orientations and approaches in teacher training
- teacher candidates
- sustainability practices
- sustainability and teachers
- sustainable development goals and teacher training
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