Enhancing Teacher Education and Addressing Societal Problems through Education for Sustainable Development (original) (raw)

This paper aims to introduce the good practices of the reoriented course of ‘Problems of the Society’, while discussing the impacts of the course on the student teachers and the learning outcomes they gained. The study used a mixed method design which consists of two parts, quantitative methods by using a pre-post sustainability questionnaire and qualitative method by analyzing the students’ written answers of open-ended questions. The data were collected from 3rd year student teachers of the School of Education who participated in the reoriented course. The findings suggest that the reoriented course was effective in helping the student teachers understand sustainability, having positive attitudes towards sustainable development, achieving a number of professional and social learning outcomes that benefit them in their careers as teachers.