rukhsana durrani


The concept of Education for Sustainable Development (ESD) grasp the attention of the world after the UN decade (2005-2014) of Education for Sustainable Development. People around the world realized the need of its integration on all levels of education. This study was also designed to explore the extent of integration of ESD in teachers training courses of B.Ed. 4 years’ elementary program and further obtained the opinion of experts about the integration of ESD in the courses of B.Ed. 4 years’ program. For this purpose, semi structured interviews for experts and alignment matrix was developed for analysis of courses of B.Ed. 4 years’ program in the light of the three major components of ESD i.e. are, economic, social & culture and environment. The findings of the study revealed that majority of the courses of B.Ed. 4 years’ program were not aligned with the three components of ESD, however the experts strongly recommended the integration of the components of ESD in the courses of B.Ed. 4years elementary program.

Full Text:



Atmaca, C. (2017). Effects of contextual factors on ESD in Teacher Education. Discourse and Communication for Sustainable Education, 8(2), 77-93.

Andersson, K, Jagers. S. C, Lindskog,A. & Martinsson.J .(2013). Learning for the Future? Effects of Education for Sustainable Development (ESD) on Teacher Education Students. Journal of Sustainability, 5, 5135-5152. doi:10.3390/su5125135

Basera, N. (2016). Sustainable development: a paradigm shifts with a vision for future. International Journal of Current Research, 8 (09). 37772-37777.

Chinedu, C.C.1, Mohamed, W.A.1 & Ajah. (2018). A Systematic Review On Education for Sustainable Development: Enhancing TVE Teacher Training Programme. Journal of Technical Education and Training. 10(1), 109-125.

Creswell, J. W. (2014). Research Design: Qualitative, Quantitative and Mixed Methods Approaches (4th ed.). New York, USA: SAGE Publications, Inc.

Esa, N. (2010). Environmental knowledge, attitude and practices of student teachers. International Research in Geographical and Environmental Education, 19(1), 39-50. doi:10.1080/10382040903545534.

Evans, N., whitehouse, H., & Hickey, R. (2012). Pre-service teachers’ conception of education for sustainability. Australian Journal of Teacher Education,37(7). Retrieved on December 11, 2018, form

Jumani, B.N., & Abbasi, F. (2015). Teacher education for sustainability in Pakistan. Journal on Innovation and Sustainability, 6 (1), 13-19. Retrieved on March 11, 2018, form

Kalsoom, Q, Qureshi, N, Khanam, A. (2019). Teacher Education for Sustainable Development in Pakistan: Content Analysis of Teacher Education Curriculum and Standards. Journal of Research and Reflections in Education, 13(1),15-34.

Khan, F & Haseeb.M (2017). Analysis of teacher training education program: A comparative study of Indonesia, Malaysia and Pakistan. A Research Journal of Commerce, Economics, and Social Sciences,11(1),13-17.

Louis, S. K., Leithwood, K., Wahlstrom, L. K., & Anderson, E.S. (2010). Investigating the Links to Improved Student Learning. Toronto: OISEUT

Laurie, R., Tarumi, Y. N., McKeown, R., & Hopkins, H. (2016). Contributions of education for sustainable development (ESD) to quality education: a synthesis of Research. Centre for Environment Education, 10(2), 226–242. Retrieved on March, 21, 2018, form

Mckeown, R., & Hopkins, C. (2014). Teacher education and Education for sustainable development: Ending the DESD and beginning the gap. Toronto. UNESCO

Michail, S., Stamou, A., Stamou, G., 2007. Greek primary school teachers’ understanding of current environmental issues: an exploration of their environmental knowledge and images of nature. Science Education 91, 244–259.

Pauw.J.B, Gericke.N , Olsson.D & Berglund.T.(2015). The Effectiveness of Education for Sustainable Development. Journal of sustainability, 7, 15693-15717.doi:10.3390/su71115693

Pigozzi, J. (2005). Sustainable Development through Education, keynote address to UK Launch Conference of DESD. London.

Rickinson, M. (2001). Learners and learning in environmental education: a critical review of evidence. Environmental Education Research, 7(3), 207-320.doi: 10.1080/13504620120065230

Symons, G. (2008). Practice, Barriers and Enablers in ESD and EE: A Review of the Research. Council for Environmental Education. Shrewsbury.

Samuelsson, P., & Kaga, Y. (2008). The contribution of early childhood education to a sustainable society. Paris. UNESCO

Shaukat.S. (2016). Prospective Teachers’ Attitudes towards Social and Environmental Aspects of Education for Sustainable Development. Pakistan Journal of Social and Clinical Psychology,14(1), 36-41

Tomas, L. Girgenti, S., & Jackson. (2017). Pre-service teachers’ attitudes toward education for sustainability and its relevance to their learning: implications for pedagogical practice, Environmental Education Research, 23(3), 324-347. doi:10.1080/13504622.2015.1109065

Tuncer, G., Tekkaya, C., Sungur, S., Cakiroglu, J., Ertepinar, H., & Kaplowitz, M. (2009). Assessing pre-service teachers’ environmental literacy in Turkey as a mean to develop teacher education programs. International Journal of Educational Development, 29 (4), 426–436. Retrieved on March 9, 2019, from

Waltner. E. M, Rieß, & Brock. (2018). Development of an ESD Indicator for Teacher Training and the National Monitoring for ESD Implementation in Germany. Journal of sustainability, 10, 2508. doi:10.3390/su10072508

UNESCO (2018). Integrating Education for Sustainable Development (ESD) in Teacher Education in South-East Asia. France.

United Nations Organization. (1987). Report of the world commission on environment and development: Our common future. Retrieved on April 05,2019, from


  • There are currently no refbacks.

Maintained By: sabir.khan, Directorate Of ICT, AIOU