In recent years, the pressing need for sustainable development has become a focal point of discussions worldwide. At the heart of this movement are educators, particularly pre-service teachers, who play a pivotal role in shaping future generations’ understanding of sustainability. A recent study delves into the perceptions of pre-service teachers in Thailand, a developing nation, regarding educational strategies aimed at achieving the United Nations’ Sustainable Development Goals (SDGs). This study, led by Phonnong and colleagues, highlights the unique challenges and opportunities in integrating sustainability into educational frameworks in a developing context.
Sustainable development is not just a buzzword; it encapsulates a framework for addressing global challenges such as poverty, inequality, and climate change. In Thailand, a country characterized by its rapid economic growth juxtaposed with significant social challenges, the role of education becomes even more crucial. The study investigates how pre-service teachers perceive various educational strategies intended to foster an understanding of sustainability among their future students.
One of the significant aspects discovered in this research is the lack of comprehensive training that teachers receive on sustainability concepts. Many pre-service teachers expressed uncertainty about how to implement SDG-related content in their classrooms effectively. It becomes evident that a gap exists between theoretical knowledge of sustainability and practical applications in educational settings. This disconnect can hinder the effectiveness of teaching sustainable practices, emphasizing the need for enhanced teacher training programs that specifically address these challenges.
Moreover, the findings suggest a disparity in understanding between pre-service teachers from urban and rural backgrounds. Teachers in urban areas often have more exposure to sustainability initiatives and educational resources compared to their rural counterparts. This unequal access presents a barrier to achieving a uniform understanding of sustainability education across the country. As a result, urban pre-service teachers may feel more equipped to tackle sustainability issues than those from rural regions, creating an imbalance in educational effectiveness.
The study further explores the perceptions of pre-service teachers regarding the role of government policies in supporting sustainability education. Many participants noted that while there are national policies promoting sustainable development, the implementation at the local level often falls short. This discrepancy highlights a need for stronger alignment between policy-making and classroom practice. Without adequate governmental support, the potential for educators to influence students positively diminishes, underscoring the critical need for cohesive strategies that connect policy to practice.
Interestingly, the pre-service teachers highlighted the importance of hands-on learning experiences in cultivating interest and enthusiasm for sustainability. They advocated for educational strategies that extend beyond traditional classroom settings, suggesting outdoor activities, community involvement, and project-based learning as effective ways to engage students. Such approaches not only enhance understanding but also foster a sense of responsibility towards sustainable practices among young learners.
The research also emphasizes the need for collaboration among educators, policymakers, and local communities in promoting sustainable development. Pre-service teachers acknowledged the value of joint efforts in creating a culture of sustainability within schools and beyond. By fostering partnerships, schools can leverage resources and expertise, thus enriching the educational experience and addressing sustainability challenges more effectively.
Furthermore, technology’s role in sustainability education emerges as a critical theme in the study. Pre-service teachers expressed a keen interest in utilizing digital tools to enhance learning experiences related to sustainability. Online resources, educational apps, and social media can serve as powerful platforms for raising awareness and facilitating discussions among students. By incorporating technology, educators can create dynamic learning environments that inspire students to engage actively with sustainability issues.
Despite the challenges highlighted by participants, the overall sentiment towards sustainability education among pre-service teachers is one of optimism and determination. Many expressed a strong desire to be agents of change, committed to integrating sustainability into their future teaching practices. This determination is indicative of a broader movement among educators to take responsibility for equipping the next generation with the knowledge and skills needed to navigate an increasingly complex world influenced by climate change and social injustice.
The study’s implications extend beyond the classroom, suggesting that fostering a sustainable mindset among future teachers can have long-lasting effects on society as a whole. When pre-service teachers are well-equipped to incorporate sustainability into their lessons, they are not only preparing students to address current challenges but are also instilling values that promote sustainable living. This ripple effect can contribute to a more sustainable future, where individuals are more mindful of their impact on the planet.
The leadership role that pre-service teachers can assume in advocating for sustainability education becomes increasingly apparent. They can serve as catalysts for change within their communities, inspiring peers and students alike. By immersing themselves in sustainability themes and practices, these future educators can cultivate a broader movement that transcends the classroom, promoting sustainable practices within families and local networks.
In conclusion, the research by Phonnong and colleagues sheds light on the perceptions of pre-service teachers in Thailand regarding sustainable development education. The findings underscore the critical need for enhanced teacher training, equitable access to resources, and collaborative efforts that connect educational policy with classroom practice. By addressing these challenges, Thailand can harness the potential of its future educators to foster a culture of sustainability, ensuring that the next generation is not only aware of sustainable practices but is also prepared to advocate for them passionately.
As the world moves toward a more sustainable future, the contributions of these pre-service teachers will be essential in shaping a generation equipped to face the multifaceted challenges ahead, thereby fulfilling the promise of the Sustainable Development Goals.
Subject of Research: Pre-service teachers’ perceptions of educational strategies in achieving sustainable development goals in Thailand.
Article Title: Pre-service teachers’ perceptions of educational strategies in achieving sustainable development goals in Thailand as a developing country.
Article References:
Phonnong, I., Chuensabai, W., Viriyapanyanont, T. et al. Pre-service teachers’ perceptions of educational strategies in achieving sustainable development goals in Thailand as a developing country.
Discov Sustain (2025). https://doi.org/10.1007/s43621-025-02192-8
Image Credits: AI Generated
DOI: 10.1007/s43621-025-02192-8
Keywords: Sustainable Development Goals, Education, Pre-service Teachers, Thailand, Teacher Training, Community Involvement, Technology in Education, Policy Implementation, Equity in Education.
