Predicting Pre-service teachers’ intention to implement education for sustainable development: A fuzzy-set qualitative comparative analysis

Abstract

Implementation of Education for Sustainable Development is a complex social phenomenon. This research aims to suggest ways to strengthen the implementation of ESD, identifying the factors affecting pre-service teachers’ intention of implementing ESD. To this end, the author focused on revealing the different combinations of conditions predicting Korean pre-service teachers’ intention to implementing education for sustainable development (ESD). The research method is the fuzzy sets qualitative comparative analysis (fsQCA) using the set-theoretic relations, starting from the premise that social phenomena have causal complexity characteristics. An analysis of 245 valid questionnaires from Korean pre-service teachers resulted in three main findings. The author suggested that teacher education institutions need to include content related to ESD in the teacher education curriculum so that pre-service teachers can cultivate positive attitudes toward ESD and improve their self-efficacy in student engagement and instruction in the context of ESD.
 
 Keywords Education for sustainable development; ESD; Fuzzy-set Qualitative Comparative Analysis(fsQCA), Necessary Condition; Self-responsibility; self-efficacy; Theory of planned behavior 

Teaching Students about Education for Sustainable Development through E-module of Indonesian Traditional Fermented Food

“…Based on the results of these observations and interviews, it was concluded that it was necessary to develop an e-module ESD to improve students' creative thinking skills and sustainable awareness of the theme of traditional Indonesian fermented foods. This is in line with research conducted by Kang (2021), Ang (2021), andAmmoneit et al, (2022) that teacher need to include content related to ESD in the teacher education curriculum so that teachers can cultivate positive attitudes toward ESD and improve their self-efficacy in student engagement and instruction in the context of ESD. Educators have a pivotal role in promoting education for sustainable development (ESD).…”

Preparing pre-service teachers for integration of education for sustainable development in school: A systematic review (2013-2022)

“…Understanding the field of study will aid in identifying the ESD teacher education gap and main focus. A large percentage of ESD research in teacher education has been accomplished with the participation of pre-service teachers in a mixture of field studies which is 31% of the whole articles included; (Gopalakrishnan et al, 2019;Kang, 2019;Manasia et al, 2020;Avsec & Ferk Savec, 2021;Echegoyen-Sanz & Martín-Ezpeleta, 2021;Kalsoom & Qureshi, 2021;Kang, 2021, Nousheen & Kalsoom, 2022. This demonstrates that the ESD integration does not have any boundaries between fields.…”

“…Author & Year Sustainability Consciousness (Kalsoom et al, 2017), (Colas-Bravo et al, 2018, (Nousheen & Kalsoom, 2022) Views/understanding/beliefs of ESD (Andersson, 2017), (Bezeljak et al, 2020), (Ateş & Gul, 2018) Sustainability awareness/attitudes/actions (Sunthonkanokpong & Murphy, 2019), (Nousheen et al, 2020), (Echegoyen-Sanz & Martín-Ezpeleta, 2021) Personal pedagogical knowledge/teachers' agency/professional competencies (Gopalakrishnan et al, 2019), (Kalsoom & Qureshi, 2021), (Ammoneit et al, 2022) thinking skill (Strakova & Cimermanova, 2018), (Semiz & Teksoz, 2020) Experiences with technology-enhanced transformative learning/experiences of project based learning (Avsec & Ferk Savec, 2021), (Singh-Pillay, 2020) Self-efficacy (Malandrakis et al, 2019) Teaching readiness (Manasia et al, 2020) Intention to implement ESD (Kang, 2021) Other: Gender, the students' habitual place of residence, the type of leisure activities, educational factors, barrier, social media usage, subject discipline (Alvarez-Garcia et al, 2019), (Kang, 2019), (Gopalakrishnan et al, 2019) To aid discussion, variables may be split into three categories: pre-ESD experience, post-ESD experience, and external factors.…”

“…Consequently, professional knowledge and practice, professional engagement, and self-management might be seen as major aspects of teachers' job readiness, with each comprising several subcomponents. Kang (2021) explored the intention to implement ESD among pre-service teachers. In order for pre-service teachers to build favourable attitudes about ESD and increase their self-efficacy in student engagement and instruction within the framework of ESD, he advised that teacher education institutes should integrate ESD-related topics into their curricula.…”