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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 2027 | Viewed by 22903

Special Issue Editor

Prof. Dr. Çiǧdem Hürsen

E-Mail Website
Guest Editor
Curriculum & Instruction, Near East University, 99138 Nicosia, Cyprus
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

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Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Sustainability is an international peer-reviewed open access semimonthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

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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Published Papers (18 papers)

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17 pages, 344 KB  
Article
Sustainable Artificial Intelligence Integration in Early Childhood Education: The Role of Teachers’ Thinking Styles in Shaping Attitudes
by Cevat Eker and Burcu Ertek Eroğlu
Sustainability 2026, 18(8), 4143; https://doi.org/10.3390/su18084143 - 21 Apr 2026
Viewed by 209
Abstract
Artificial intelligence (AI) is increasingly integrated into educational contexts; however, its effective implementation in early childhood education depends largely on teachers’ cognitive and attitudinal readiness. Despite the growing body of research on AI in education, limited attention has been given to the role [...] Read more.
Artificial intelligence (AI) is increasingly integrated into educational contexts; however, its effective implementation in early childhood education depends largely on teachers’ cognitive and attitudinal readiness. Despite the growing body of research on AI in education, limited attention has been given to the role of cognitive thinking styles in shaping teachers’ attitudes toward AI. This study examines the relationship between preschool teachers’ analytical and holistic thinking styles and their attitudes toward artificial AI. A quantitative correlational design was employed, and data were collected from 236 preschool teachers. The data were analyzed using descriptive statistics, Pearson product–moment correlation, and simple linear regression analysis. The findings indicate that teachers’ attitudes toward AI are at a moderate level, with relatively lower levels of positive attitudes and moderate levels of negative perceptions. While no significant relationship was found between thinking styles and overall or positive attitudes, a small but statistically significant negative relationship was identified between thinking styles and negative attitudes (r = −0.236, p < 0.01). Regression analysis further showed that thinking styles explain a limited proportion of variance in negative attitudes (R2 = 0.058). These results suggest that cognitive thinking styles are associated with resistance-related dimensions of attitudes toward AI; however, their explanatory power is limited. The findings highlight the importance of considering additional cognitive, technological, and contextual variables in understanding teachers’ attitudes toward AI integration in early childhood education. Full article
(This article belongs to the Special Issue A New Paradigm in Teacher Education: Sustainability in Teacher Training)
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20 pages, 305 KB  
Article
Embedding Financial Literacy as a Sustainability-Relevant Transversal Competence: A Longitudinal Public–Private Partnership Case Study
by Laura Mina-Raiu and Claudia Oprescu
Sustainability 2026, 18(8), 4049; https://doi.org/10.3390/su18084049 - 19 Apr 2026
Viewed by 175
Abstract
Education systems are increasingly expected to integrate sustainability-related competencies within formal curricula; however, practical models for embedding such competencies remain limited. This study examines how financial literacy can be operationalized as a transversal sustainability competence through a public–private partnership (PPP) model implemented in [...] Read more.
Education systems are increasingly expected to integrate sustainability-related competencies within formal curricula; however, practical models for embedding such competencies remain limited. This study examines how financial literacy can be operationalized as a transversal sustainability competence through a public–private partnership (PPP) model implemented in Romania between 2022 and 2025. Adopting a longitudinal single-case study design, the analysis combines program-level indicators with evaluation data across three implementation phases: pilot, structured regional expansion, and national consolidation. The findings indicate that financial literacy can be progressively integrated across disciplines through teacher-mediated approaches supported by continuous professional development, adaptable instructional resources, and balanced governance arrangements. The results further show that scaling occurs through multidimensional processes involving increasing pedagogical depth, sustained teacher engagement, and gradual institutional embedding. In this context, PPPs function as enabling governance mechanisms that facilitate resource mobilization and coordination while preserving pedagogical autonomy. The study contributes to the literature by conceptualizing financial literacy as a sustainability-relevant transversal competence, advancing understanding of ecosystem-based scaling in education, and providing a practice-oriented model for integrating such competencies within formal schooling systems. Full article
(This article belongs to the Special Issue A New Paradigm in Teacher Education: Sustainability in Teacher Training)
19 pages, 812 KB  
Article
An Empirical Study of TPACK Development Through Transnational Online Continuing Professional Development Programs
by Jing Wang and Eunyoung Kim
Sustainability 2026, 18(8), 3682; https://doi.org/10.3390/su18083682 - 8 Apr 2026
Viewed by 332
Abstract
This study examines how transnational online continuing professional development (CPD) supports language instructors’ technological pedagogical content knowledge (TPACK) in transnational higher education (TNHE). To assess this development, an existing TPACK self-report instrument was adapted to reflect cross-border online delivery, platform-mediated assessment and feedback, [...] Read more.
This study examines how transnational online continuing professional development (CPD) supports language instructors’ technological pedagogical content knowledge (TPACK) in transnational higher education (TNHE). To assess this development, an existing TPACK self-report instrument was adapted to reflect cross-border online delivery, platform-mediated assessment and feedback, and collaborative course preparation. Survey data were collected from instructors at University of Southampton partner institutions in China (n = 431). Using exploratory factor analysis (EFA), confirmatory factor analysis (CFA), structural equation modeling (SEM), and paired-samples t-tests, the study examined the instrument’s measurement properties, the structural relations among knowledge domains, and changes over time. Results supported a stable four-factor structure—technological knowledge, content knowledge, pedagogical knowledge, and TPACK—with good model fit and acceptable reliability and validity. SEM showed that pedagogical knowledge and technological knowledge significantly predicted TPACK, whereas content knowledge did not directly predict it. Longitudinal analyses of matched pre–post responses (n = 172) indicated significant increases in technological knowledge, pedagogical knowledge, and TPACK after CPD participation, while content knowledge remained statistically stable. These findings suggest that routine online CPD is most responsive in strengthening instructors’ technology-related and pedagogical capacities, which in turn support integrative teaching competence in TNHE language teaching. Full article
(This article belongs to the Special Issue A New Paradigm in Teacher Education: Sustainability in Teacher Training)
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23 pages, 816 KB  
Article
Learning Landscapes to Promote Environmental and Social Skills in Higher Education: A Proposal Aligned with SDG 11 (Sustainable Cities and Communities)
by Rafael Marcos-Sánchez, Alexandra Miguez-Souto, Alicia Zaragoza-Benzal and Daniel Ferrández
Sustainability 2026, 18(6), 2999; https://doi.org/10.3390/su18062999 - 18 Mar 2026
Viewed by 346
Abstract
In the contexts of higher education and Education for Sustainable Development, universities face the challenge of preparing professionals capable of addressing complex urban issues related to Sustainable Development Goal 11 (SDG 11). Learning landscapes, grounded in the theory of Multiple Intelligences and Bloom’s [...] Read more.
In the contexts of higher education and Education for Sustainable Development, universities face the challenge of preparing professionals capable of addressing complex urban issues related to Sustainable Development Goal 11 (SDG 11). Learning landscapes, grounded in the theory of Multiple Intelligences and Bloom’s Taxonomy, have been proposed as a pedagogical framework to support the development of sustainability competencies and higher-order thinking; however, evidence regarding their applicability and viability in university teaching remains limited. This study examines an exploratory learning landscape–based training experience oriented toward SDG 11, focusing on university faculty perceptions. A design-based research approach with mixed-methods design was employed, emphasizing the co-construction, pilot implementation, and formative assessment of learning landscapes within a technical-scientific faculty development program. The results indicate generally positive faculty perceptions, particularly in terms of satisfaction, perceived learning, and professional development. Participants also reported pedagogical usefulness and perceived potential to enhance student motivation and engagement. However, stable curricular integration emerged as the main challenge, mainly due to design workload and the need for institutional support. Overall, the findings provide initial empirical evidence on the perceived value and limitations of learning landscapes in sustainability-oriented higher education and point to the need for further research and institutional conditions to support their implementation. Full article
(This article belongs to the Special Issue A New Paradigm in Teacher Education: Sustainability in Teacher Training)
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20 pages, 284 KB  
Article
From Scenario to Action: The Disconnect in Prospective Teachers’ Sustainability Competencies
by Halil İbrahim Akyüz and Mustafa Erdemir
Sustainability 2026, 18(6), 2990; https://doi.org/10.3390/su18062990 - 18 Mar 2026
Viewed by 290
Abstract
This study examines prospective teachers’ perceptions of sustainable development (SD) and explores the relationship between the SD scenarios they developed and the actions they performed. Based on 58 scenarios and 128 actions reported by pre-service teachers, the study found that scenarios primarily focused [...] Read more.
This study examines prospective teachers’ perceptions of sustainable development (SD) and explores the relationship between the SD scenarios they developed and the actions they performed. Based on 58 scenarios and 128 actions reported by pre-service teachers, the study found that scenarios primarily focused on education, resource conservation, and waste management. While the environmental dimension emphasized protection, economic and social dimensions were largely associated with financial savings and public welfare. In contrast, participants’ actual behaviors were predominantly limited to simple resource conservation, such as turning off lights and saving water. A significant discrepancy emerged: despite the strong emphasis on education-related themes in scenarios, educational actions were notably limited in practice. These results suggest that prospective teachers’ high cognitive awareness of SD is only partially reflected in their practical engagement. The findings highlight a “cognitive–practice gap,” underscoring the need for teacher education programs to prioritize action-oriented competencies. Full article
(This article belongs to the Special Issue A New Paradigm in Teacher Education: Sustainability in Teacher Training)
24 pages, 327 KB  
Article
Assessing the Sustainability of the Shift: Liberian Junior and High School Teachers’ Competencies in Hybrid Classroom Management Post-COVID-19
by Roland Ndukong Tangiri, Esen Sucuoğlu and Fatma Köprülü
Sustainability 2026, 18(4), 1970; https://doi.org/10.3390/su18041970 - 14 Feb 2026
Viewed by 513
Abstract
The COVID-19 pandemic accelerated the global educational evolution towards hybrid education. However, little was investigated on the long-term sustainability of this shift within specific pedagogical domains, such as hybrid classroom management, in emerging economies. This paper assesses the sustainability of this shift by [...] Read more.
The COVID-19 pandemic accelerated the global educational evolution towards hybrid education. However, little was investigated on the long-term sustainability of this shift within specific pedagogical domains, such as hybrid classroom management, in emerging economies. This paper assesses the sustainability of this shift by evaluating the hybrid classroom management experiences of Liberian junior and high school teachers. Employing a Hermeneutic Phenomenological Design (HPD), data were collected through 26 interviews and analyzed using a reflexive thematic analysis (RTA). The findings revealed crucial barriers to sustainability, including inadequate digital infrastructure, a lack of structured official digital programs in schools for implementation, and insufficient professional development. To address these gaps, the study proposes a targeted, actionable policy roadmap for the Ministry of Education and stakeholders, including the establishment of a territorial Certificate of Digital Competence (CDC), Green Classrooms Infrastructure Grant for energy supply, and a negotiation of National E-data. This study provides policymakers in Liberia and other developing nations with useful information about the current situation. By providing a baseline for policy intervention, this study advances the discussion on achieving Sustainable Development Goal (SDG4) for quality education within emerging economies settings. Full article
(This article belongs to the Special Issue A New Paradigm in Teacher Education: Sustainability in Teacher Training)
30 pages, 2581 KB  
Article
Construction 4.0: Understanding and Awareness for Master’s Level Students
by Shubham V. Jaiswal, Dexter V. L. Hunt and Richard J. Davies
Sustainability 2026, 18(1), 293; https://doi.org/10.3390/su18010293 - 27 Dec 2025
Viewed by 766
Abstract
Construction 4.0 refers to the integration of automation, artificial intelligence, and the Internet of Things (IoT) in the construction industry, which has changed traditional construction practices. MSc courses play a crucial role in developing the next generation of leaders within the construction industry [...] Read more.
Construction 4.0 refers to the integration of automation, artificial intelligence, and the Internet of Things (IoT) in the construction industry, which has changed traditional construction practices. MSc courses play a crucial role in developing the next generation of leaders within the construction industry by equipping graduates of these courses with advanced technical, managerial, and strategic skills, including the arrival of Construction 4.0. As future professionals and construction industry leaders, it is necessary to identify the current level of awareness and understanding of Construction 4.0 amongst master’s level students. As such, this paper studies these areas to help identify the gaps in education and training requirements—essential for matching academic programs with industry needs. Through the use of a survey-based approach with 112 MSc students on various Construction Management courses, a series of revealing results were obtained. The results presented herein indicate that there is a shared definition of what constitutes Construction 4.0 amongst engineering management students. However, while they are relatively aware of Construction 4.0 technologies, they do not differentiate strongly between Industry 4.0 and Construction 4.0. Therein, they are ambivalent as to the role of Education 4.0 in improving this situation. Key to this is the requirement to keep up with industry needs. The lack of application of Construction 4.0 means students lack the necessary ‘practical skills’ to implement innovations on real construction sites. Students advocated for more hands-on training, industry-linked projects, and guest lectures within the curriculum, alongside developing the essential skills of critical thinking and problem-solving. Changes in the curricula are suggested, achievable through readily existing 4.0 Frameworks. Full article
(This article belongs to the Special Issue A New Paradigm in Teacher Education: Sustainability in Teacher Training)
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28 pages, 336 KB  
Article
Evaluating SERTPs: Sustainable and Environmentally Responsible Teaching Practices Among Science Teachers
by Asem Mohammed Ibrahim, Azhar Saleh Abdulhadi Al-Shamrani and Ahmed Sadek Abdelmagid
Sustainability 2026, 18(1), 271; https://doi.org/10.3390/su18010271 - 26 Dec 2025
Cited by 2 | Viewed by 640
Abstract
The objective of this study is to assess the extent to which science teachers implement (SERTPs) and to examine whether these practices differ according to selected demographic and professional variables. Using a descriptive–analytical design, data were collected from 225 science teachers enrolled in [...] Read more.
The objective of this study is to assess the extent to which science teachers implement (SERTPs) and to examine whether these practices differ according to selected demographic and professional variables. Using a descriptive–analytical design, data were collected from 225 science teachers enrolled in graduate programs at King Khalid University during the 2025–2026 academic year. The findings reveal a high overall level of SERTPs (M = 2.45; 81.81%). The highest-scoring dimensions were Enhancing Students’ Environmental Awareness (86.59%) and Using Sustainable Resources in Teaching (84.00%), while Encouraging Community Participation showed the lowest application level (77.95%). No significant differences were found across gender, teaching stage, academic qualification, or age; however, a significant difference emerged in favor of teachers with a high level of technology use (p < 0.001). These results underline the vital role of technological integration in strengthening sustainable teaching practices. The study recommends targeted professional development, sustainability-centered curriculum enhancement, and institutional support to align science education with global Education for Sustainable Development (ESD) goals. Full article
(This article belongs to the Special Issue A New Paradigm in Teacher Education: Sustainability in Teacher Training)
13 pages, 212 KB  
Article
The Teaching Profession as a “Safe Haven”: A Study of Alternative Certification Programs in Bosnia and Herzegovina in the Light of the Dual Labor Market Theory
by Sanja Milić, Vlado Simeunović, Svetlana Pelemiš and Nada Marić
Sustainability 2025, 17(24), 11209; https://doi.org/10.3390/su172411209 - 15 Dec 2025
Viewed by 523
Abstract
This study analyzes the profile of candidates enrolling in Alternative Certification Programs (ACP) in Bosnia and Herzegovina—specialized programs in pedagogical, psychological, didactic, and methodological education for graduates of non-teaching faculties to obtain a teaching qualification. Using the Dual Labor Market Theory (DLMT) as [...] Read more.
This study analyzes the profile of candidates enrolling in Alternative Certification Programs (ACP) in Bosnia and Herzegovina—specialized programs in pedagogical, psychological, didactic, and methodological education for graduates of non-teaching faculties to obtain a teaching qualification. Using the Dual Labor Market Theory (DLMT) as a framework, the research examines structural factors and systemic challenges shaping these career paths. It explores whether teaching in Bosnia and Herzegovina serves as a “safe haven” or an alternative career for highly educated individuals, and considers implications for the feminization of the profession and education quality. The study is based on demographic and educational data of ACP participants, including age, gender, previous academic background, and institution attended. Findings indicate that the typical participant is a woman under 30, often graduating from a public university in technical or social sciences. Results suggest that teaching is frequently chosen for employment stability and security rather than vocational calling, consistent with DLMT. These insights offer a better understanding of labor market dynamics and have implications for teacher recruitment, retention, and professional development policies in Bosnia and Herzegovina. Full article
(This article belongs to the Special Issue A New Paradigm in Teacher Education: Sustainability in Teacher Training)
17 pages, 497 KB  
Article
Sustaining Flow Dynamics in Chinese Pre-Service and In-Service EFL Teaching: A Thematic Narrative Study
by Jiazhu Li and Jungyin Kim
Sustainability 2025, 17(23), 10510; https://doi.org/10.3390/su172310510 - 24 Nov 2025
Viewed by 563
Abstract
Despite much interest in the flow experienced by English as a Foreign Language (EFL) teachers, there is less research on flow re-engagement and pre-service teachers at the crucial phase of career development. This study aims to examine flow dynamics among pre-service and in-service [...] Read more.
Despite much interest in the flow experienced by English as a Foreign Language (EFL) teachers, there is less research on flow re-engagement and pre-service teachers at the crucial phase of career development. This study aims to examine flow dynamics among pre-service and in-service EFL teachers in China during teaching. Six Chinese EFL teachers (three pre-service and three in-service) engaged in two rounds of interviews over the course of one year, which were analyzed using a thematic narrative approach. The findings indicate that immediate feedback, clear goals, and a challenge-skill balance were key antecedents of flow. In-service teachers highlighted principal’s teaching-focused philosophy, technology support, teaching experience and curiosity. All participants reported a sense of control, deep absorption, and time distortion. Two experienced teachers further claimed a loss of self-consciousness. The flow of participants was impeded by student-related factors, strong self-consciousness, and technological breakdowns. In-service teachers noted more complicated causes. To re-enter a state of flow, pre-service teachers favored avoidance strategies, whereas in-service teachers employed more flexible approaches. Flow enhanced instructors’ teaching confidence, shifted pre-service teachers’ career motivation and fostered in-service educators’ professional well-being, post-class reflection, and self-improvement. Administrators and teacher educators should provide a teaching-oriented working environment for in-service teachers and offer flow-focused training to pre-service teachers, thus promoting their flow experiences and fostering sustainable professional development. Full article
(This article belongs to the Special Issue A New Paradigm in Teacher Education: Sustainability in Teacher Training)
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21 pages, 1761 KB  
Article
Empathy, Reconciliation, and Sustainability Action: An Evaluation of a Three-Year Community of Practice with Early Educators
by Julie Ernst, Claire Underwood and Thelma Nayquonabe
Sustainability 2025, 17(19), 8686; https://doi.org/10.3390/su17198686 - 26 Sep 2025
Viewed by 1115
Abstract
Early childhood educators are integral to shaping the knowledge, values, skills, and behaviors of young children, which in turn contribute to a more sustainable future. This qualitative evaluation reports on a three-year community of practice of 15 early educators focusing on land-based pedagogy [...] Read more.
Early childhood educators are integral to shaping the knowledge, values, skills, and behaviors of young children, which in turn contribute to a more sustainable future. This qualitative evaluation reports on a three-year community of practice of 15 early educators focusing on land-based pedagogy in early education for sustainability contexts. Findings suggest participation influenced educators’ dispositions, knowledge, and teaching practices (their ways of being, knowing, and doing). Educators also provided insight into elements that made this form of professional learning impactful. We offer reflections regarding the use of the community of practice approach, stemming from these findings, which may be useful for other providers in their efforts to plan, implement, and evaluate professional learning for early education for sustainability in culturally responsive and sustaining ways. Full article
(This article belongs to the Special Issue A New Paradigm in Teacher Education: Sustainability in Teacher Training)
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31 pages, 366 KB  
Article
Sustainable and Inclusive Education Reform in Türkiye: A Cipp Evaluation of the Primary Turkish Language Curriculum
by Birsel Aybek and Osman Oğuz
Sustainability 2025, 17(19), 8659; https://doi.org/10.3390/su17198659 - 26 Sep 2025
Cited by 2 | Viewed by 2695
Abstract
This study evaluates the effectiveness of the newly restructured 1st Grade Turkish Language Curriculum within the “Century of Türkiye Education Model” using Stufflebeam’s Context, Input, Process, and Product (CIPP) framework. The aim is to examine the program’s contribution to sustainable and inclusive educational [...] Read more.
This study evaluates the effectiveness of the newly restructured 1st Grade Turkish Language Curriculum within the “Century of Türkiye Education Model” using Stufflebeam’s Context, Input, Process, and Product (CIPP) framework. The aim is to examine the program’s contribution to sustainable and inclusive educational practices and to provide implications for similar developing contexts. In the research, a convergent parallel mixed method design was used simultaneously with 112 primary school teachers working in Adana, one of the largest cities in Türkiye, in the 2024–2025 academic year. Quantitative data were obtained through the CIPP Evaluation Scale, analyzed with descriptive statistics, t-tests, and ANOVA, while qualitative data from semi-structured interviews were subjected to content analysis. Results indicated generally positive teacher perceptions, highlighting contextual relevance, cultural alignment, flexible structure, and engaging content as strengths. However, limitations included insufficient adaptation for disadvantaged students, superficiality in some content, infrastructure inequalities, and assessment inadequacies. Process-related strengths included constructivist activities and instructional guidance, though time constraints and classroom incompatibilities were noted. In terms of outcomes, the program was found to enhance language and social skills. Demographic analyses revealed limited differences, mainly by gender, professional experience, and educational background. This study concludes with multidimensional recommendations addressing teacher training, resource equity, assessment diversity, international best practice adaptation, and future longitudinal research. Full article
(This article belongs to the Special Issue A New Paradigm in Teacher Education: Sustainability in Teacher Training)
31 pages, 818 KB  
Article
Teachers’ Beliefs About Education for Sustainable Development: Challenges and Opportunities
by Birol Bulut and Irem Elci Oksuzoglu
Sustainability 2025, 17(16), 7552; https://doi.org/10.3390/su17167552 - 21 Aug 2025
Cited by 8 | Viewed by 2919
Abstract
The aim of this study was to examine teachers’ belief levels regarding education for sustainable development (ESD), to identify the factors behind these beliefs, and to reveal their suggestions for improving the quality of ESD. The study employed an explanatory sequential mixed-methods design. [...] Read more.
The aim of this study was to examine teachers’ belief levels regarding education for sustainable development (ESD), to identify the factors behind these beliefs, and to reveal their suggestions for improving the quality of ESD. The study employed an explanatory sequential mixed-methods design. Data were collected from 409 teachers working at primary and secondary schools in Türkiye through the “Beliefs About Education for Sustainable Development Scale” and semi-structured interviews. The quantitative data were analyzed using an independent samples t-test, one-way Analysis of Variance (ANOVA), and Pearson product-moment correlation, and the qualitative data were analyzed through content analysis. The results indicated that the participants’ beliefs in ESD practices were high, but these beliefs were negatively affected by challenges due to SD goals, policymakers, students, and parents. In addition, the participants made recommendations for improving the quality of ESD to policymakers, the Turkish Council of Higher Education, the Ministry of National Education, and their colleagues. The findings of the study present significant implications for policymakers and educators for more effective implementation of ESD in the education system. Full article
(This article belongs to the Special Issue A New Paradigm in Teacher Education: Sustainability in Teacher Training)
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26 pages, 823 KB  
Article
Reconciling Teaching and Research Tensions: A Sustainability Framework for Expert Teacher Development in Research Intensive Universities
by Yue Huang, Lin Jiang and Ruirui Zhai
Sustainability 2025, 17(15), 7113; https://doi.org/10.3390/su17157113 - 6 Aug 2025
Cited by 2 | Viewed by 1738
Abstract
The sustainable development of teaching expertise in research-intensive universities remains a critical global challenge. This study investigates the distinctive characteristics of expert teachers—exemplary faculty in research universities—addressing their developmental trajectories and motivational mechanisms within prevailing incentive systems that prioritize research productivity over pedagogical [...] Read more.
The sustainable development of teaching expertise in research-intensive universities remains a critical global challenge. This study investigates the distinctive characteristics of expert teachers—exemplary faculty in research universities—addressing their developmental trajectories and motivational mechanisms within prevailing incentive systems that prioritize research productivity over pedagogical excellence. Employing grounded theory methodology, we conducted iterative coding of 20,000-word interview transcripts from 13 teaching-awarded professors at Chinese “Double First-Class” universities. Key findings reveal the following: (1) Compared to the original K-12 expert teacher model, university-level teaching experts exhibit distinctive disciplinary mastery—characterized by systematic knowledge structuring and cross-disciplinary integration capabilities. (2) Their developmental trajectory transcends linear expertise acquisition, instead manifesting as a problem-solving continuum across four nonlinear phases: career initiation, dilemma adaptation, theoretical consciousness, and leadership expansion. (3) Sustainable teaching excellence relies fundamentally on teachers’ professional passion, sustained through a virtuous cycle of high-quality instructional engagement and external validation (including positive student feedback, institutional recognition, and peer collaboration). Universities must establish comprehensive support systems—including (a) fostering a supportive and flexible learning atmosphere, (b) reforming evaluation mechanisms, and (c) facilitating interdisciplinary collaboration through teaching development communities—to institutionalize this developmental ecosystem. Full article
(This article belongs to the Special Issue A New Paradigm in Teacher Education: Sustainability in Teacher Training)
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29 pages, 317 KB  
Article
Mentor Teachers’ Opinions for Sustainable Teacher Education: The Case of Northern Cyprus
by Özcan Palavan, Nurdan Ozrecberoglu Kirikkaleli and Ahmet Güneyli
Sustainability 2025, 17(11), 5138; https://doi.org/10.3390/su17115138 - 3 Jun 2025
Viewed by 2170
Abstract
This study aims to investigate the views of mentor teachers on sustainable teacher education in Northern Cyprus. The Teaching Practice course (internship) was taken as the basis, and the views of mentor teachers on the meaning, difficulties, responsibilities, and feedback process of teaching [...] Read more.
This study aims to investigate the views of mentor teachers on sustainable teacher education in Northern Cyprus. The Teaching Practice course (internship) was taken as the basis, and the views of mentor teachers on the meaning, difficulties, responsibilities, and feedback process of teaching practices were examined. Data were collected through open-ended interviews with 50 classroom teachers using the qualitative research approach phenomenological model. When the findings are examined, it is revealed that mentor teachers see internship as very important in terms of applying theoretical knowledge, gaining practical experience, and developing professional identity. Difficulties include classroom management difficulties, problems with students, inadequate preparation, and communication problems. Mentor teachers emphasize that their roles of providing guidance, feedback, and support are important. It was stated that preparation, time management, and effective communication are among the responsibilities of candidate teachers. The study emphasized the importance of mentoring in teaching practices in the context of effective communication and providing constructive feedback. Recommendations include improved internship program design focusing on classroom management, communication skills, and material preparation. Additionally, fostering a supportive learning environment and providing professional development opportunities for both mentors and student teachers are essential. The study contributes to understanding the complexities of teacher education and the critical role of effective mentoring in shaping future educators. Evaluating the findings of this study in the context of sustainable teacher education highlights how mentors’ role model practices, ongoing support for pre-service teachers, and reinforcement of effective teaching strategies can contribute to the sustainability of pre-service teacher education. Full article
(This article belongs to the Special Issue A New Paradigm in Teacher Education: Sustainability in Teacher Training)
18 pages, 1223 KB  
Article
Non-Participation of Mathematics Teachers in Professional Development: A Cross-National Analysis of TIMSS 2011, 2015, and 2019
by Fabián Barrera-Pedemonte, Zhijun Chen, Ángela Novoa-Echaurren and Lucas Silva
Sustainability 2025, 17(9), 3855; https://doi.org/10.3390/su17093855 - 24 Apr 2025
Viewed by 1474
Abstract
Teacher professional development (PD) programs ensure quality education, and quality education is the basis for sustainable development. However, the non-participation of mathematics teachers in PD still represents a tough challenge for several school systems and remains poorly understood. Using data from the 2011, [...] Read more.
Teacher professional development (PD) programs ensure quality education, and quality education is the basis for sustainable development. However, the non-participation of mathematics teachers in PD still represents a tough challenge for several school systems and remains poorly understood. Using data from the 2011, 2015, and 2019 cycles of the Trends in International Mathematics and Science Study (TIMSS), we analyzed more than 200 national datasets to identify countries with relevant proportions of non-participation in PD and model cross-nationally the relationship between the odds of this outcome and a set of variables at the teacher and school level, including the interaction between job satisfaction and the attributes of the schools. Successive logistic regression models applied to each national dataset reveals that, in different countries, the teachers’ job satisfaction, sex, teaching experience, the completion of initial teaching training, and the schools’ attributes (i.e., location and socio-economic status (SES)) were significantly associated with the odds of non-participation in PD amongst mathematics teachers. Three cases (Lebanon and Japan in 2015, and Norway in 2019) describes opposite patterns of results for the interaction between the teachers’ job satisfaction and the type of school location (urban vs. remote rural). In Lebanon in 2019, female teachers, as well as more experienced teachers and those teachers working in deprived areas were significantly more likely to report non-participation in PD. This study underscores the importance of undertaking regular and reliable cross-national monitoring of teachers’ non-participation in PD to guide policy efforts aligned with indicator 4.c.7 of the UN’s Sustainable Development Goals framework. Full article
(This article belongs to the Special Issue A New Paradigm in Teacher Education: Sustainability in Teacher Training)
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19 pages, 1766 KB  
Article
Investigation of Communication, Social Intelligence and Intercultural Sensitivity Competencies of Teacher Candidates in Sustainable Education by Structural Equation Modeling
by Mehmet Özdoğru, Mehmet Nezir Çevik and Mehmet Sabir Çevik
Sustainability 2024, 16(21), 9282; https://doi.org/10.3390/su16219282 - 25 Oct 2024
Cited by 5 | Viewed by 2857
Abstract
It has become increasingly important to provide equal educational opportunities to all students for quality and sustainable education in classrooms with rapidly increasing diversity. In this context, communication skills, social intelligence and intercultural sensitivity are important competences that can affect teacher performance and [...] Read more.
It has become increasingly important to provide equal educational opportunities to all students for quality and sustainable education in classrooms with rapidly increasing diversity. In this context, communication skills, social intelligence and intercultural sensitivity are important competences that can affect teacher performance and efficiency in classrooms. Despite the importance of these competencies, empirical studies examining the relationships between these variables are scarce. Consequently, this study aimed to investigate the relationships between teacher candidates’ communication skills and their intercultural sensitivity and social intelligence levels through the application of structural equation modeling (SEM). The participants were selected from among the teacher candidates studying at Kütahya Dumlupınar University, a public university in Türkiye, using simple random sampling method. The results indicated that teacher candidates had high levels of communication skills, intercultural sensitivity and social intelligence. In addition, while there was a significant positive relationship between communication skills and intercultural sensitivity level and social intelligence level at low level, there was a significant positive relationship between intercultural sensitivity and social intelligence level at medium level. Furthermore, communication skills and intercultural sensitivity were found to be significant predictors of social intelligence and intercultural sensitivity had a partial mediating role in the relationship between communication skills and social intelligence. In the study, it was concluded that teacher candidates’ communication skills predicted social intelligence through intercultural sensitivity. Full article
(This article belongs to the Special Issue A New Paradigm in Teacher Education: Sustainability in Teacher Training)
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19 pages, 705 KB  
Systematic Review
Pedagogies for Inclusion in Higher Education (HE): A Systematic Review of Empirical Studies (2015–2025)
by Valeria Sumonte-Rojas, Lidia Andrea Fuentealba, César Faúndez-Casanova and Gloria Toledo Vega
Sustainability 2026, 18(5), 2294; https://doi.org/10.3390/su18052294 - 27 Feb 2026
Cited by 1 | Viewed by 666
Abstract
The objective of this study was to identify, describe, and synthesize how inclusive pedagogies are conceptualized and implemented in HE and to summarize the main results reported regarding teaching practices that address classroom diversity. Following the PRISMA 2020 guidelines, empirical studies published between [...] Read more.
The objective of this study was to identify, describe, and synthesize how inclusive pedagogies are conceptualized and implemented in HE and to summarize the main results reported regarding teaching practices that address classroom diversity. Following the PRISMA 2020 guidelines, empirical studies published between 2015 and 2025 in WoS, Scopus, ERIC, SciELO, and DOAJ were retrieved. Methodological quality and risk of bias were appraised using JBI tools. Given the heterogeneity of designs and outcomes, findings were synthesized through narrative and thematic analysis. Nineteen studies met the inclusion criteria. Four thematic domains emerged: inclusive teaching strategies in HE classrooms, students’ perceptions and experiences, institutional policies and practices aimed at inclusion, and resources and support for inclusive teaching. The evidence displays the predominance of classroom-level approaches (active learning, UDL, and DI), while institution-wide, systemic inclusion remains less consistently developed. Faculty beliefs and access to sustained professional development are central enablers, or barriers, to implementation. Despite growing references to inclusive frameworks, a persistent gap exists between institutional discourse and everyday teaching practice. Advanced inclusive pedagogies in HE require a multilevel approach that aligns classroom practices, faculty development, curricular coherence, and institutional policies. Future research should employ more robust and comparative designs to strengthen the evidence base across diverse HE contexts. Full article
(This article belongs to the Special Issue A New Paradigm in Teacher Education: Sustainability in Teacher Training)
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