Pre-service Teachers’ Perceived Importance of and Performance on Sustainable Development Goals

Chuan-Chung Hsieh, Wei-Cheng Chien and Ting-Lu Lin

SAGE Open, 2024, vol. 14, issue 4, 21582440241292708

Abstract: This study aimed to examine the awareness and performance of pre-service teachers in Taiwan regarding the Sustainable Development Goals (SDGs). A mixed-methods research approach was employed, utilizing a questionnaire survey to obtain quantitative data on pre-service teachers’ perceived importance of and performance on SDGs. Qualitative data were supplemented through interviews with professors and pre-service teachers at a university that incorporated SDGs into its pre-service teacher education courses. The findings revealed that pre-service teachers perform best in “Quality Education†and “Gender Equality.†Men with STEM(Science, Technology, Engineering, Mathematics) fields demonstrated higher levels of awareness of sustainable development, and pre-service teachers majoring in STEM fields outperformed those in non-STEM fields in SDGs performance. Pre-service teachers identified “Good Health & Well-being,†“Life below Water,†and “Life on Land†as the indicators in most urgent need of improvement. Integrating the SDGs into teacher education programs can assist pre-service teachers in enhancing their awareness and performance regarding various SDG indicators.

Keywords: higher education institution; importance–performance analysis; mixed-methods research; pre-service teacher education; sustainable development goals (SDGs) (search for similar items in EconPapers)
Date: 2024
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Persistent link: https://EconPapers.repec.org/RePEc:sae:sagope:v:14:y:2024:i:4:p:21582440241292708

DOI: 10.1177/21582440241292708

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