Preservice teachers’ experiences about a capacity-building activity to foster sustainability competencies through participatory action learning: a systems thinking in practice approach

Abstract

The 2030 Agenda for sustainable development (SD) identifies capacity building as a key mechanism for achieving development goals. This article focuses on SD goal (SDG) 17: (Partnerships for the goals) and explores how systems thinking in practice (STiP) can enhance the implementation capacity of the SDGs through participatory action learning. A compulsory module for third-year teacher education students at a South African university served as a case study to implement a practical activity aimed at raising awareness of education for sustainable development (ESD). Higher education institutions play a critical role in embedding SDGs within their curricula. One effective approach is through the development of competencies that support sustainability. ESD offers pedagogical strategies that are instrumental in designing capacity-building activities that promote sustainable practices. The findings of this study support the view that ESD–particularly when informed by a model for ESD and theory of learning–provides a robust theoretical framework for understanding the complexity of environmental injustices and the interconnectedness of environmental, social, and economic dimensions. Moreover, competence in STiP, but also the ability to apply this thinking in a dynamic and practical manner is paramount to achieve the implementation capacity of SDGs.