Интеграция стратегии образования в интересах устойчивого развития (ОУР) в программы педагогического образования в Саудовской Аравии

   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.

1. Alghamdi, A. K. H., & Malekan, M. (2020). Saudi science teachers’ perceptions of the cultural factors influencing elementary students’ science learning. Cultural Studies of Science Education, 15, 1143–1167 (2020). doi: 10.1007/s11422-019-09960-9

2. Almughairy, A. (2016). The gap of teaching sustainable development in urban design and planning programs in Saudi Arabia. The International Journal of Design in Society, 10(1). 1–11. doi: 10.18848/2325-1328/CGP/v10i01/1-11

3. Al-Naqbi, A. K., & Alshannag, Q. (2018). The status of education for sustainable development and sustainability knowledge, attitudes, and behaviors of UAE University students. International Journal of Sustainability in Higher Education, 19(3), 566–588. doi: 10.1108/IJSHE-06-2017-0091

4. Alnasib, B. (2023). Saudi Kindergarten Teachers and Education for Sustainable Development (ESD): Concept and Practice. Preprints. doi: 10.20944/preprints202307.1526.v1

5. Alqahtani, M. H., & Albidewi, I. A. (2022). Teachers’ English Language Training Programmes in Saudi Arabia for Achieving Sustainability in Education. Sustainability, 14(22), 15323. doi: 10.3390/su142215323

6. Alshuwaikhat, H. M., & Mohammed, I. (2017). Sustainability Matters in National Development Visions–Evidence from Saudi Arabia’s Vision for 2030. Sustainability, 9(3), 408. doi: 10.3390/su9030408

7. Baroudi, S., & Abi Haidar, H. (2025). Sustainability in the United Arab Emirates Secondary Schools: A Policy Practice Analysis. Sustainability, 17(7), 3129. doi: 10.3390/su17073129

8. Beasy, K., Richey, S., Brandsema, J., & To, V. (2024). Embedding Sustainability across a Teacher Education Course: Teacher Educator Experiences. Australian Journal of Environmental Education, 40(4), 722–739. doi: 10.1017/aee.2024.36

9. Borg, C., Gericke, N., Höglund, H. O., & Bergman, E. (2013). Subject- and experience-bound differences in teachers’ conceptual understanding of sustainable development. Environmental Education Research, 20(4), 526–551. doi: 10.1080/13504622.2013.833584

10. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. doi: 10.1191/1478088706qp063oa

11. Breen, S. M., Olson, T. H., Gonzales, L. D., & Griffin, K. A. (2025). Barriers to Change: A Collective Case Study of Four Universities’ Efforts to Advance Faculty Diversity and Inclusion. Innovative Higher Education, 50, 513–539. doi: 10.1007/s10755-024-09742-4

12. Charif, S. (2022). Integration of ESD in French primary schools: for what purpose, with what form of integration and with what content? Environmental Education Research, 29(8), 1072–1087. doi: 10.1080/13504622.2022.2104813

13. Creswell, J.W., & Creswell, J. D. (2018). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (5^th ed.). SAGE Publications.

14. Essa, S., & Harvey, B. (2022). Education for Sustainable Development in Saudi Arabia: A Critical Discourse Analysis of Media and Government Policy Documents. Interdisciplinary Journal of Environmental and Science Education, 18(2), e2266. doi: 10.21601/ijese/11519

15. Evans, N. S., Stevenson, R. B., Lasen, M., Ferreira, J. A., & Davis, J. (2017). Approaches to embedding sustainability in teacher education: A synthesis of the literature. Teaching and Teacher Education, 63, 405–417. doi: 10.1016/j.tate.2017.01.013

16. Hasan, H. (2025). Exploring The Role Of Teacher Educators In Promoting Sustainable Development Goals Through Environmental Education: Perspectives And Practices. International Journal of Environmental Sciences, 60–76. doi: 10.64252/gj35rm59

17. Hofman, M. (2012). Sustainable development in the Finnish teacher education – political rhetoric or reality. Nordic Studies in Science Education, 8(3), 303. doi: 10.5617/nordina.536

18. Izuchukwu Precious, O., & Zino, I.-O. (2025). Global Education Policies and Their Influence on Environmental Sustainability. Journal of Integrity in Ecosystems and Environment, 3(2), 1–24. doi: 10.5281/zenodo.14850089

19. Kalimullin, A. M., Koinova-Zöllner, J., Vasilieva, L. I., Gospodinov, B., & Procházka, M. (2021). From Challenges to Opportunities: Reorganization of Teacher Education during the COVID-19 Pandemic in Post-Socialist Countries. Education and Self Development, 16(3), 322–345. doi: 10.26907/esd.16.3.27

20. Khan, I. A. (2021). The Importance of English Language and Role of Teachers in Implementation of Saudi Vision-2030. JKAU/ Arts and Humanities, 29, 739–756. doi: 10.4197/Art.29-4.27

21. Kingdom of Saudi Arabia. (2016). Saudi Vision 2030. Riyadh: Government of Saudi Arabia. https://www.vision2030.gov.sa

22. Maashi, K. M., Kewalramani, S., & Alabdulkareem, S. A. (2022). Sustainable professional development for STEM teachers in Saudi Arabia. Eurasia Journal of Mathematics, Science and Technology Education, 18(12), em2189. doi: 10.29333/ejmste/12597

23. Madiha K., Naima, Q., Ayaz, M. (2023). Challenges of Implementing Education for Sustainable Development: University Teachers’ Perspectives. PJE, 39(1). doi: 10.30971/pje.v39i1.876

24. Ministry of Education, Saudi Arabia (MoE). (2023). National Education Transformation Strategy. https://www.moe.gov.sa

25. Mochizuki, Y., & Bryan, A. (2015). Climate Change Education in the Context of Education for Sustainable Development: Rationale and Principles. Journal of Education for Sustainable Development, 9(1), 4–26. doi: 10.1177/0973408215569109

26. Mohammadi, M. (2024). Advancing an Integrative AI-assisted Adaptive Learning Environment for Teacher Education: Case of the BRICS Countries. Education and Self Development, 19(4), 82–95. doi: 10.26907/esd.19.4.07

27. Moore, D., Almeida, S. C., & Barnes, M. M. (2018). Education for Sustainability Policies: Ramifications for Practice. Australian Journal of Teacher Education, 43(11), 105–121. doi: 10.14221/AJTE.2018V43N11.6

28. Resch, K., Schrittesser, I., & Knapp, M. (2022). Overcoming the theory-practice divide in teacher education with the ‘Partner School Programme’. A conceptual mapping. European Journal of Teacher Education, 47(3), 564–580. doi: 10.1080/02619768.2022.2058928

29. Singh, B. (2023). Role of Educational Leadership for Sustainable Development. Education and Self Development, 18(4), 30–41. doi: 10.26907/esd.18.4.04

30. UNESCO. (2020). Education for Sustainable Development: A roadmap (ESD for 2030). UNESCO Publishing.

31. UNESCO. (2024). Global report on teachers: addressing teacher shortages and transforming the profession. UNESCO.

32. UNESCO. (2021). Teachers have their say: motivation, skills and opportunities to teach education for sustainable development and global citizenship. UNESCO Publishing.

33. Warner, B. P., & Elser, M. (2014). How Do Sustainable Schools Integrate Sustainability Education? An Assessment of Certified Sustainable K–12 Schools in the United States. The Journal of Environmental Education, 46(1), 1–22. doi: 10.1080/00958964.2014.953020

34. Wasala, A., Schäler, R., Buckley, J., Weerasinghe, R., & Exton, C. (2013). Building Multilingual Language Resources in Web Localisation: A Crowdsourcing Approach. In I. Gurevych & J. Kim (Eds.), The People’s Web Meets NLP. Theory and Applications of Natural Language Processing (pp. 69–99). Springer. doi: 10.1007/978-3-642-35085-6_3

35. Wiek, A., Withycombe, L. & Redman, C. L. (2011). Key competencies in sustainability: a reference framework for academic program development. Sustainability Science, 6, 203–218. doi: 10.1007/s11625-011-0132-6