The aim of this study was to examine teachers’ belief levels regarding education for sustainable development (ESD), to identify the factors behind these beliefs, and to reveal their suggestions for improving the quality of ESD. The study employed an explanatory sequential mixed-methods design. Data were collected from 409 teachers working at primary and secondary schools in Türkiye through the “Beliefs About Education for Sustainable Development Scale” and semi-structured interviews. The quantitative data were analyzed using an independent samples t-test, one-way Analysis of Variance (ANOVA), and Pearson product-moment correlation, and the qualitative data were analyzed through content analysis. The results indicated that the participants’ beliefs in ESD practices were high, but these beliefs were negatively affected by challenges due to SD goals, policymakers, students, and parents. In addition, the participants made recommendations for improving the quality of ESD to policymakers, the Turkish Council of Higher Education, the Ministry of National Education, and their colleagues. The findings of the study present significant implications for policymakers and educators for more effective implementation of ESD in the education system.
Bulut et al. (Thu,) studied this question.
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