Holistic approaches to develop sustainability and research competencies in pre-service teacher training

Abstract

Since the Sustainable Development Goals (SDGs) came into effect, both UNESCO and other international organisations recommend empowering youth to implement the SDGs in universities. Getting started with the SDGs at university level is of special relevance in pre-service teacher training since future teachers are powerful agents of change in the lives of young people. Future teachers need to acquire competencies in sustainability to be able to promote meaningful changes in sustainable behaviour. To that end, holistic approaches to facilitate their acquisition need to be developed. The aim of this study is to explore which teaching methodologies are suitable for the development of competencies in sustainability and research in Higher Education (HE). The participants taking part in the study are students in pre-service teacher training. The experimental educational model used for the development of competencies in sustainability and research consists of a methodological sequence of Project-Oriented Learning (POL) and a Cross-disciplinaryWorkshop on Sustainable Food. This study provides evidence that POL is an excellent methodology for developing competencies in sustainability and facilitates the relationship between sustainability and research competencies.