Teacher Education for Sustainable Development: Curriculum Analysis of two Study Programmes at The Faculty of Education, University of Ljubljana

Hana Rožman, Khalifatulloh Fiel’ardh, Milena Košak Babuder, Karmen Javornik and Hiroki Fujii in Gregor Torkar

Summary:  The study presents an analysis of sustainable development goals in the curricula of two teacher education programmes (Primary education, Special and rehabilitation education) at the Faculty of Education, University of Ljubljana. A list of keywords representing each of the 17 Sustainable Development Goals was used for the analysis. The results show that the curricula focus mainly on Sustainable Development Goal 4 - Quality education - and less or not at all on the other goals. The individual consideration of the Sustainable Development Goals and their greater representation in elective courses indicates a lack of systemic approach and the marginality of sustainable development issues in teacher education curricula. The study highlights the need for further research to understand why sustainable development is underrepresented in teacher education programmes.