A narrative review on integrating sustainable development goals (SDGs) in education by teachers

Abstract

The objective of this study is to investigate the professional learning and knowledge enhancement needs of Pakistani educators regarding the implementation of Sustainable Development Goals (SDGs) in their classrooms. This research employs both quantitative and qualitative methods to explore how teachers, educational administrators, and policymakers perceive the integration of SDGs in education. The findings indicate that, despite growing concern about the SDGs, significant challenges remain, including inadequate preparation, insufficient funding, and weak policy support. Based on these results, the study proposes a framework for teacher professional development that includes training programs, curriculum changes, and enhanced networking opportunities for learning. Furthermore, it emphasizes the need to provide teachers with the essential knowledge, skills, and resources required for effectively incorporating SDGs into their teaching practices, thereby supporting the achievement of quality education as outlined in SDG 4 and related goals.