Teacher Educators’ Views on the Moral Dimension of Education for Sustainable Development: Exploring Their Conceptions and Practices

Abstract

Education for Sustainable Development (ESD) has emerged as a transformative approach to addressing global challenges, incorporating environmental, social, economic, and moral dimensions into education systems. This study examines teacher educators’ perceptions of the moral dimension of ESD within Pakistan, highlighting its significance in shaping ethical awareness and sustainability practices among future educators. Using a mixed-methods design, quantitative data were collected from 387 teacher educators through a validated questionnaire, while qualitative insights were derived from 35 semi-structured interviews. The findings reveal that while many educators acknowledge the moral dimension, its integration into teaching practices remains inconsistent. Themes such as moral responsibility, ethical frameworks, cultural norms, and critical thinking emerged as pivotal to understanding educators’ conceptions. The study underscores the importance of professional development and curricular reforms to enhance educators’ capacity to embed moral values in sustainability education. By foregrounding the moral aspects of ESD, this research contributes to the discourse on equipping future generations with the ethical foundation needed to address sustainability challenges effectively.