ESD Integration in Science Learning: Prospective Teachers Analysis of Climate Change

Abstract

Education for Sustainable Development (ESD) is an educational approach designed to equip learners with the knowledge, skills, and values needed to support sustainable development across social, economic, and environmental dimensions. ESD emphasizes the principle of “Think globally, act locally,” encouraging learners to take concrete actions in addressing global challenges such as climate change while considering local contexts. This study aims to analyze the level of knowledge, attitudes, and pro-environmental behaviors of pre-service science teachers in relation to climate change issues. The research employed a descriptive qualitative method, with data collected through literature review, interviews, and document analysis. The findings indicate that pre-service science teachers demonstrate a basic understanding of environmental issues and climate change, yet a noticeable gap remains between their cognitive knowledge and their actual practices in daily life. These results highlight the necessity of strengthening the integration of ESD within teacher education curricula, both through pre-service and in-service training, in order to prepare agents of change capable of embedding sustainability values effectively into science education.