A multi-cognitive approach to empowering secondary school teachers' self-efficacy and practices related to education for sustainable development

Purpose Education for Sustainable Development (ESD) is vital for addressing global sustainability goals. However, integration in Indian schools faces challenges, particularly due to gaps in teacher preparedness. This study aimed to evaluate the effectiveness of a multi-cognitive approach (MCA) in empowering secondary school teachers' self-efficacy and ESD integration. Design/methodology/approach A quasi-experimental, one-group pretest–posttest design was employed with 50 secondary school teachers from marginalized communities in Kerala, India. Participants with over 6 years of experience but no prior ESD training underwent a 3-month MCA-based transformative learning program. The intervention addressed content, perspectives, processes and design. Teacher self-efficacy and ESD practices were measured pre- and immediately post-intervention, and three months later, using structured questionnaires. Findings Teachers' self-efficacy significantly improved post-intervention (52.70 ± 7.61) and was sustained at three months (56.60 ± 4.59), compared to baseline (49.06 ± 9.69) (p 0.001). ESD-related practices also improved post-intervention (47.48 ± 7.16), with further gains at three months (51.86 ± 3.96), compared to pre-intervention (41.90 ± 5.91). Research limitations/implications These results support incorporating the MCA into teacher training and professional development programs to foster sustainable education practices. The approach aligns with SDG 4.7 and can guide policy reforms in integrating ESD into mainstream education. Practical implications The study also presents a professional development model for schools, particularly beneficial in resource-constrained contexts, that enables teachers to embed sustainability in their practices. Furthermore, it offers policy guidance for embedding MCA-informed ESD into teacher education and national curricula, supporting Sustainable Development Goal 4.7 and NEP 2020 vision, promoting systemic education reform in sustainability. Social implications This study empirically validates an MCA as an effective framework for ESD. It highlights those engaging teachers across the cognitive, reflective, procedural and design dimensions, simultaneously enhancing their self-efficacy and sustaining ESD practices. The findings extend existing theories by showing that self-efficacy in sustainability is teachable and durable with the right interventions. Originality/value This study highlights MCA as a promising model for building teacher capacity in ESD and recommends future research on its impact on student outcomes.