Integrating Education for Sustainable Development (ESD) in Saudi Teacher Education (STE) programmes
https://doi.org/10.26907/esd.20.3.04
EDN: IRBXED
Abstract
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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For citations:
Khan I.A. Integrating Education for Sustainable Development (ESD) in Saudi Teacher Education (STE) programmes. Education and Self-Development. 2025;20(3):42-54. https://doi.org/10.26907/esd.20.3.04. EDN: IRBXED
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