Professional Readiness for Education for Sustainable Development: Development and Validation of the Teachers’ Intention to Implement ESD Scale

As educators play a pivotal role in advancing sustainable futures, understanding their readiness to translate sustainability-related knowledge and values into teaching practice has become an important concern in teacher education and professional development research. This study aims to develop and validate a measurement instrument assessing student teachers’ intention to implement education for sustainable development (ESD). By operationalizing intention as a proximal indicator of future-oriented professional readiness for ESD, the study addresses the need for empirically grounded tools that capture educators’ preparedness to engage in sustainability-oriented teaching. The Intention to Implement ESD Scale (IESDS) was developed through a theory-informed item construction process grounded in ESD literature, teacher agency, and competence-oriented approaches to sustainable education. The instrument was validated on a sample of 706 student teachers enrolled in the final years of teacher education programs. The findings indicate that a bifactor model provided the best fit to the data, with a dominant general factor supporting the interpretation of the IESDS as a primarily unidimensional measure of intention to implement ESD. In addition, intention to implement ESD was positively associated with teacher self-efficacy for ESD, providing evidence of convergent validity and reinforcing the role of perceived capability in sustainability-oriented professional action. The IESDS can support teacher education institutions and professional development providers in monitoring and strengthening educators’ readiness for sustainability-oriented teaching. It may be used to evaluate the effectiveness of courses, modules, and professional learning interventions aimed at promoting teaching for sustainable futures.