ESD Integration in Prospective Science Teachers: An Analysis of Pro-Environmental and Climate Issues

Abstract

Education for Sustainable Development (ESD) is an educational approach designed to equip students with knowledge, skills, and values that support sustainable development. ESD emphasizes the principle of “Think globally, act locally” to encourage concrete actions in addressing global challenges such as climate change. This study aims to analyze the level of knowledge, attitudes, and pro-environmental behaviors of prospective science teachers regarding climate change issues. The research employed a descriptive qualitative method with data collected through literature studies, interviews, and document analysis. The findings indicate that prospective science teachers possess a basic understanding of environmental and climate change issues. However, there remains a noticeable gap between cognitive knowledge and actual practices in daily life. These results highlight the importance of strengthening the integration of ESD into the teacher education curriculum, both through pre-service and in-service training. Such efforts are essential to develop change agents capable of embedding sustainability values into science education and fostering a more environmentally responsible generation.