Pre-service teachers' perceptions of educational strategies in achieving sustainable development goals in Thailand as a developing country

Abstract The existence of living things on Earth is being endangered by the ongoing environmental catastrophe and climate change, which are both accelerated by the significant contribution to climate change caused by human activities. For promoting sustainable development and improving the quality of life, especially through the pedagogical procedures used by teachers, education has taken on a key role. Assessing the views of pre-service teachers in Thailand concerning educational approaches intended to accomplish the Sustainable Development Goals was the goal of this research. Data were collected using a survey approach via a structured questionnaire, and quantitative statistical methods were used to analyse the replies. According to the results, student teachers completing their teaching practicum typically had a positive opinion of instructional strategies that support the Sustainable Development Goals. Among the three pillars, their perceived achievement was highest in the biosphere pillar, followed by the societal and economic pillars, respectively. Comparing female and male students, a noteworthy variance was seen in their perceptions, though no meaningful distinctions were uncovered when assessing various academic fields. The findings suggest that educational policies should promote the integration of technology into curricula and the adoption of active learning techniques in higher education. Such initiatives aim to enhance pre-service teachers’ abilities to design curricula and manage learning in ways that reflect the principles of sustainable development for their future students. Conclusively, students must gain an awareness of sustainable development as young as possible.