Integrating Sustainable Development into Linear Optimization

This study examines the impact of integrating Sustainable Development Goals related to the environment into linear optimization instruction on the professional development of Vietnamese pre-service mathematics teachers. Using a pretest–posttest quasi-experimental design, 105 pre-service mathematics teachers at Ho Chi Minh City University of Education engaged in mathematical modeling activities addressing authentic Vietnamese environmental challenges related to clean water, climate action, marine conservation, and terrestrial ecosystems. Data were collected using structured questionnaires that measured attitudes toward environmental sustainability, interest in learning mathematics, and readiness to integrate sustainability into future teaching practice. Paired-samples t-tests revealed statistically significant improvements across all three constructs, with large-to-very-large effect sizes. The findings demonstrate that contextualized mathematical modeling is an effective pedagogical approach for Education for Sustainable Development in teacher education, transforming abstract mathematical content into meaningful tools for environmental stewardship while also enhancing professional readiness among future mathematics educators. These results highlight the potential of integrating sustainability-oriented contexts into mathematics curricula to support both pedagogical innovation and broader educational goals.