Reimagining Teacher Education for Sustainable Development: A Novel Framework for Empowering Educators to Integrate Sdgs into National Curricula

Abstract

The rapid transformation of global education systems demands a fundamental shift in teacher education to align with the Sustainable Development Goals (SDGs). This review paper proposes a novel framework designed to empower educators with the skills and competencies necessary to effectively integrate SDGs into national curricula, fostering sustainable educational practices worldwide. Drawing upon an extensive analysis of literature, policy frameworks, and teacher training models, this study identifies key challenges and opportunities in embedding Education for Sustainable Development (ESD) within teacher education. The review highlights the pivotal role of educators as agents of change, equipping students with critical thinking, ethical responsibility, and global citizenship competencies to address pressing global issues such as climate change, social inequality, and economic disparity. It emphasizes the significance of interdisciplinary pedagogical approaches, digital and AI-driven learning tools, and systems-thinking methodologies in sustainability-focused teacher training. Furthermore, the paper critically examines existing gaps in current teacher education systems, advocating for curricular reforms that move beyond theoretical instruction to encompass practical, competency-based learning models that support SDG integration. By synthesizing insights from global case studies and policy implementations, this review provides actionable recommendations for policymakers, educational institutions, and stakeholders to develop inclusive, adaptable teacher education programs aligned with the SDG agenda. Ultimately, the proposed framework envisions a future where educators are not only equipped to teach sustainability but also empowered to cultivate a generation of students who actively contribute to a more equitable, resilient, and sustainable world.