kvmolurОбразование и саморазвитиеEducation and Self-Development1991-7740Казанский (Приволжский) федеральный университет10.26907/esd.20.3.04IRBXEDkvmolur-145Research ArticleСтатьиИнтеграция стратегии образования в интересах устойчивого развития (ОУР) в программы педагогического образования в Саудовской АравииIntegrating Education for Sustainable Development (ESD) in Saudi Teacher Education (STE) programmeshttps://orcid.org/0000-0001-7058-2200ХанИнтахаб АламKhanIntakhab Alam

Интахаб Алам Хан

Джидда

Intakhab Alam Khan

Jeddah

ikhan1@kau.edu.saУниверситет короля АбдулазизаСаудовская АравияKing Abdulaziz UniversitySaudi Arabia2025051020252034254Copyright © Хан И.А., 20252025Хан И.А.Khan I.A.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://kvmolur.elpub.ru/jour/article/view/145

   Необходимость устойчивого развития в современном мире требует таких перемен в образовании, которые вооружат будущие поколения знаниями и навыками, а также привьют им ценности, необходимые для решения сложных социально-экологических проблем. В Саудовской Аравии программа «Vision-2030» провозглашает устойчивое развитие в качестве национального приоритета. При этом интеграция стратегии образования в целях устойчивого развития (ОУР) в программы подготовки педагогов остается фрагментарной и недостаточно изученной. В данном исследовании анализируется текущее состояние ОУР в системе педагогического образования Саудовской Аравии, выявляются системные недостатки, институциональные барьеры и педагогические проблемы, препятствующие его эффективной реализации. С помощью смешанных методов исследования (опросы, интервью и анализ стратегий развития) изучаются взгляды преподавателей и студентов пяти университетов Саудовской Аравии. Результаты исследования демонстрируют разрыв между декларируемыми целями и реальной практикой, что подчеркивает необходимость модификации учебных программ, повышения квалификации преподавателей и межсекторального сотрудничества. В статье предлагается модель интеграции стратегии ОУР, основанная на трансформативной педагогике, вовлечении заинтересованных сторон и согласовании образовательной политики с глобальными целями устойчивого развития. Исследование вносит вклад в дискуссию о подготовке педагогов в Саудовской Аравии и предлагает практические рекомендации для политиков, преподавателей и ученых.

   The global imperative for sustainability demands transformative approaches in education to equip future generations with the knowledge, skills, and values necessary for addressing complex socio-environmental challenges. In Saudi Arabia, Vision-2030 underscores sustainability as a national priority, yet the integration of Education for Sustainable Development (ESD) within teacher education programs remains inconsistent and under-researched. This study critically examines the current state of ESD in Saudi teacher education, identifying systemic gaps, institutional barriers, and pedagogical challenges that hinder effective implementation. Through a mixed-methods approach by incorporating surveys, interviews, and policy analysis, the current research investigates perspectives from teacher educators and trainees across five Saudi universities. Findings reveal disparities between policy mandates and classroom practices, highlighting the need for curriculum modification, faculty capacity-building, and cross-sectoral collaboration. The paper proposes a strategic framework for ESD integration, emphasizing transformative pedagogy, stakeholder engagement, and policy alignment with global sustainability goals. By addressing these dimensions, the study contributes to the discourse on sustainable teacher education in the Arab region and offers fruitful insights for policymakers, educators, and researchers.

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The authors declare that there are no conflicts of interest present.