Rethinking Teacher Education for Sustainable Development: Stories from a South African University

Abstract

This paper examined how a South African university is rethinking teacher education for sustainable development. It emphasised the critical need to re-evaluate pedagogical frameworks to incorporate sustainability into teacher training programmes. Employing a qualitative, interpretive research design rooted in critical theory and social justice perspectives, the study gathered insights through semi-structured interviews with six participants from a South African university. The findings indicated a need to transform learning environments to promote sustainability, integrate Indigenous knowledge systems into the curriculum, incorporate sustainability and innovation into teacher education programmes, and reform these programmes to enhance social justice and equity. This paper recommended that universities promote the integration of education for sustainable development across all disciplines, with a strong focus on experiential learning and community engagement to tackle local sustainability challenges. Additionally, it advocates for ongoing professional development for educators and a revision of assessment strategies to prioritise practical skills, competencies and real-world problem-solving abilities. Ultimately, this study aims to contribute to the discourse surrounding the preparation of future educators, equipping them to foster a culture of sustainability in their classrooms and broader communities.