Education for sustainable development and its implication for the preparation of pre-service mathematics teachers
DOI:
https://doi.org/10.38140/obp3-2025-06Keywords:
Challenges and opportunities, education for sustainable development, integration, mathematics teachers, teacher preparationAbstract
This chapter explores the integration of Education for Sustainable Development (ESD) into mathematics teacher education programmes. It highlights the fundamental principles of ESD and examines the potential benefits and challenges of incorporating these principles into mathematics education. The chapter methodically synthesises key themes related to ESD principles, such as an interdisciplinary approach, critical thinking and problem-solving, active participation, values and ethics, sustainable consumption, and holistic understanding. Furthermore, it identifies various pedagogical strategies that can facilitate the integration of ESD into mathematics teacher education programmes and discusses their significance. The chapter argues that integrating ESD into mathematics teacher education can enhance mathematics teacher educators' ability to foster critical thinking and problem-solving skills among pre-service mathematics teachers. It also reveals that while there are significant opportunities for enriching the mathematics curriculum through ESD, challenges such as limited resources, lack of training, and resistance to change within educational institutions persist. The chapter emphasises the need for collaborative efforts among educators, policymakers, and institutions to overcome these obstacles. Additionally, it contributes to the existing body of knowledge by providing valuable insights for mathematics teacher educators and stakeholders interested in promoting sustainable practices within mathematics curricula. Thus, by addressing both the challenges and opportunities associated with ESD integration, this chapter serves as a foundational resource for future research and practice in the field.
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