.png)
.png)
Managing biology learning for sustainability: Prospective teachers’ perceptions and readiness
Abstract
Education for Sustainable Development (ESD) as a means to support the achievement of sustainability goals must become the core of the learning process. This is inherently connected to the crucial role of teachers in incorporating the concept of sustainability within the learning process. This research aims to gain insights into the perceptions and competencies of prospective teachers, reflecting their readiness to implement ESD into biology teaching. Referring to the Evidence for Policy and Practice Information and Co-ordinating Center (EPPI-Center) framework for systematic literature review in educational research, this study examines empirical studies from the Scopus electronic database published between 2015 and 2024, focusing on studies in the field of biology education and ESD. The review followed three main stages: determination of inclusion and exclusion criteria, keyword selection, and systematic categorization. Data analysis was conducted using a content analysis approach. The findings were categorized into four main themes: perceptions and self-efficacy; prospective teachers’ competencies; ESD learning strategies for prospective teachers; and psychological and social factors. The results of this review provide evidence for identifying areas for future exploration aimed at improving the competencies of prospective teachers in implementing ESD.
Abstrak. Education for Sustainable Development (ESD) sebagai upaya untuk mendukung pencapaian tujuan keberlanjutan, harus menjadi inti dari proses pembelajaran. Hal ini tentunya tidak terlepas dari peran penting guru dalam mengintegrasikan konsep keberlanjutan ke dalam proses pembelajaran. Penelitian ini bertujuan untuk mendapatkan wawasan tentang persepsi dan kompetensi calon guru yang mencerminkan kesiapan mereka dalam mengimplementasikan ESD ke dalam pembelajaran biologi. Mengacu pada kerangka kerja Evidence for Policy and Practice Information and Co-ordinating Center (EPPI-Center) untuk tinjauan literatur sistematis dalam penelitian pendidikan, penelitian ini mengkaji studi empiris dari database elektronik Scopus yang diterbitkan antara tahun 2015 hingga 2024, dengan fokus pada studi di bidang pendidikan biologi dan ESD. Tinjauan ini mengikuti tiga tahap utama: penentuan kriteria inklusi dan eksklusi, pemilihan kata kunci, dan kategorisasi sistematis. Analisis data dilakukan dengan menggunakan pendekatan analisis isi. Temuan dikategorikan ke dalam empat tema utama: persepsi dan kepercayaan diri; kompetensi calon guru; strategi pembelajaran ESD untuk calon guru; serta faktor psikologis dan sosial. Hasil kajian ini memberikan bukti untuk mengidentifikasi bidang-bidang yang perlu dieksplorasi di masa depan yang bertujuan untuk meningkatkan kompetensi calon guru dalam mengimplementasikan ESD.
Keywords
Full Text:
PDFReferences
Abera, H. G. (2023). The role of education in achieving the sustainable development goals (SDGs): A global evidence based research article. International Journal of Social Science and Education Research Studies, 3(01), 67-81. DOI: https://doi.org/10.55677/ijssers/v03i1y2023-09
Aboytes, J. G. R., & Barth, M. (2020). Transformative learning in the field of sustainability: A systematic literature review (1999-2019). International Journal of Sustainability in Higher Education, 21, 993–1013. DOI: https://doi.org/10.1108/ijshe-05-2019-0168
Ahmad, L., & Sosa, M. (2025). Teaching design for sustainable futures: community, construction, and creativity. Taylor & Francis. Retrieved from https://www.taylorfrancis.com/books/edit/10.4324/9781003495444/teaching-design-sustainable-futures-lina-ahmad-marco-sosa
Akinwumi, I. O. (2023). Biology education: A panacea to global environmental challenges. European Journal of Training and Development Studies, 10(2), 44–56. DOI: https://doi.org/10.37745/ejtds.2014/vol10n24456
Alexander, C., Wyatt‐Smith, C., & Plessis, A. E. Du. (2020). The role of motivations and perceptions on the retention of inservice teachers. Teaching and Teacher Education, 96, 103186. DOI: https://doi.org/10.1016/j.tate.2020.103186
Almeida, S. C., Moore, D., & Barnes, M. L. (2018). Teacher identities as key to environmental education for sustainability implementation: A study from Australia. Australian Journal of Environmental Education, 34, 228–243. DOI: https://doi.org/10.1017/aee.2018.40
Assaraf, O. B., Dodick, J., & Tripto, J. (2013). High school students’ understanding of the human body system. Research in Science Education, 43, 33–56. DOI: https://doi.org/10.1007/s11165-011-9245-2
Avsec, S., & Ferk Savec, V. (2021). Pre-service teachers’ perceptions of, and experiences with, technology-enhanced transformative learning towards education for sustainable development. Sustainability, 13(18), 10443. DOI: https://doi.org/10.3390/su131810443
Bennett, J., Lubben, F., Hogarth, S., Campbell, B., & Robinson, A. (2005). A systematic review of the nature of small-group discussions aimed at improving students’ understanding of evidence in science. In: Research Evidence in Education Library. Retrieved from http://eppi.ioe.ac.uk/
Bezeljak, P., Scheuch, M., & Torkar, G. (2020). Understanding of sustainability and education for sustainable development among pre-service biology teachers. Sustainability (Switzerland), 12(17), 6892. DOI: https://doi.org/10.3390/SU12176892
Borg, F., & Gericke, N. (2021). Local and global aspects: Teaching social sustainability in Swedish Preschools. Sustainability, 13(7), 3838. DOI: https://doi.org/10.3390/SU13073838
Brandt, J. O., Bürgener, L., Barth, M., & Redman, A. (2019). Becoming a competent teacher in education for sustainable development: Learning outcomes and processes in teacher education. International Journal of Sustainability in Higher Education, 20(4), 630–653. DOI: https://doi.org/10.1108/IJSHE-10-2018-0183
Brandt, J. O., Barth, M., Hale, A., & Merritt, E. (2022). Developing ESD-specific professional action competence for teachers: Knowledge, skills, and attitudes in implementing ESD at the school level. Environmental Education Research, 28, 1691–1729. DOI: https://doi.org/10.1080/13504622.2022.2064973
Buettner, C. K., Jeon, L., Hur, E., & Garcia, R. (2016). Teachers’ social–emotional capacity: factors associated with teachers’ responsiveness and professional commitment. Early Education and Development, 27, 1018–1039. DOI: https://doi.org/10.1080/10409289.2016.1168227
Büssing, A., Dupont, J., & Menzel, S. (2020). Topic specificity and antecedents for preservice biology teachers’ anticipated enjoyment for teaching about socioscientific issues: Investigating universal values and psychological distance. Frontiers in Psychology, 11, 1536. DOI: https://doi.org/10.3389/fpsyg.2020.01536
Büssing, A. G., Schleper, M., & Menzel, S. (2018). Do pre-service teachers dance withwolves? Subject-specific teacher professional development in a recent biodiversity conservation issue. Sustainability (Switzerland), 11(1), 47. DOI: https://doi.org/10.3390/su11010047
Cebrián, G., & Junyent, M. (2015). Competencies in education for sustainable development: Exploring the student teachers’ views. Sustainability (Switzerland), 7(3), 2768–2786. DOI: https://doi.org/10.3390/su7032768
Cebrián, G., Palau, R., & Mogas, J. (2020). The smart classroom as a means to the development of ESD methodologies. Sustainability, 12(7), 3010. DOI: https://doi.org/10.3390/su12073010
Century, J. (2023). The power of teachers’ perceptions. Phi Delta Kappan, 104(6), 44–49. DOI: https://doi.org/10.1177/00317217231161540
Colucci-Gray, L., Camino, E., Barbiero, G., & Gray, D. (2006). From scientific literacy to sustainability literacy: An ecological framework for education. Science Education, 90(2), 227–252. DOI: https://doi.org/10.1002/sce.20109
Cooper, M. M., Caballero, M. D., Carmel, J. H., Duffy, E. M., Ebert-May, D., Fata-Hartley, C. L., Herrington, D. G., Laverty, J. T., Nelson, P. C., & Posey, L. A. (2024). Beyond active learning: Using 3-Dimensional learning to create scientifically authentic, student-centered classrooms. Plos One, 19(5), e0295887. DOI: https://doi.org/10.1371/journal.pone.0295887
Demssie, Y. N., Biemans, H. J. A., Wesselink, R., & Mulder, M. (2023). Fostering students’ systems thinking competence for sustainability by using multiple real-world learning approaches. Environmental Education Research, 29(2), 261–286. DOI: https://doi.org/10.1080/13504622.2022.2141692
Education for All Global Monitoring Report. (2013). 2013 Education for All global monitoring report: teaching and learning for development. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000219171_eng
Eliyawati, Widodo, A., Kaniawati, I., & Fujii, H. (2024). Penerapan ESD dalam pembelajaran IPA. Bandung: UPI Press.
Fanta, D., Braeutigam, J., & Riess, W. (2019). Fostering systems thinking in student teachers of biology and geography–an intervention study. Journal of Biological Education, 54(3), 226–244. DOI: https://doi.org/10.1080/00219266.2019.1569083
García-Fortes, M. Á., Banos-González, I., & Esteve-Guirao, P. (2024). ESD action competencies of future teachers: Self-perception and competence profile analysis. International Journal of Sustainability in Higher Education, 25(8), 1558–1580. DOI: https://doi.org/10.1108/IJSHE-07-2023-0323
Gorski, A., Ranf, E.-D., Badea, D., Halmaghi, E.-E., & Gorski, H. (2023). Education for Sustainability—Some bibliometric insights. Sustainability, 15(20), 14916. DOI: https://doi.org/10.3390/su152014916
Greenland, S., Saleem, M., Misra, R., Nguyen, N., & Mason, J. (2023). Reducing SDG complexity and informing environmental management education via an empirical six-dimensional model of sustainable development. Journal of Environmental Management, 344, 118328. DOI: https://doi.org/10.2139/ssrn.4402064
Handtke, K., Richter-Beuschel, L., & Bögeholz, S. (2022). Self-efficacy beliefs of teaching ESD: A theory-driven instrument and the effectiveness of ESD in German Teacher Education. Sustainability (Switzerland), 14(11), 6477. DOI: https://doi.org/10.3390/su14116477
Hernandez Gonzalez, F. (2023). Exploring the affordances of place-based education for advancing sustainability education: The role of cognitive, socio-emotional and behavioural learning. Education Sciences, 13(7), 676. DOI: https://doi.org/10.3390/educsci13070676
Khoo, S., & Jørgensen, N. J. (2021). Intersections and collaborative potentials between global citizenship education and education for sustainable development. Globalisation, Societies and Education, 19(4), 470–481. DOI: https://doi.org/10.1080/14767724.2021.1889361
Kioupi, V., & Voulvoulis, N. (2019). Education for sustainable development: A systemic framework for connecting the SDGs to educational outcomes. Sustainability (Switzerland), 11(21), 6104. DOI: https://doi.org/10.3390/su11216104
Kordova, S. K., Frank, M., & Miller, A. N. (2018). Systems thinking education—seeing the forest through the trees. Systems, 6(3), 29. DOI: https://doi.org/10.3390/systems6030029
Lavey, W. (2024). Sustainability evolved for experts but students fell behind: Teaching interrelated social, economic and environmental goals. International Journal of Sustainability in Higher Education, 25(6), 1180-1197. DOI: https://doi.org/10.1108/ijshe-07-2023-0327
Mahanes, S. A., Sorte, C. J. B., & Bracken, M. E. S. (2023). The functional effects of a dominant consumer are altered following the loss of a dominant producer. Ecology and Evolution, 13(8), e10342. DOI: https://doi.org/10.1002/ece3.10342
Mandikonza, C. (2022). Collaborative learning experiences and development of capabilities among first-year pre-service teachers learning Cell Biology concepts. Social Sciences and Humanities Open, 5(1), 100254. DOI: https://doi.org/10.1016/j.ssaho.2022.100254
Marcos-Merino, J., Corbacho-Cuello, I., & Hernández-Barco, M. (2020). Analysis of sustainability knowingness, attitudes and behavior of a spanish pre-service primary teachers sample. Sustainability, 12, 7445. DOI: https://doi.org/10.3390/su12187445
Mogren, A., Gericke, N., & Scherp, H. Å. (2019). Whole school approaches to education for sustainable development: A model that links to school improvement. Environmental Education Research, 25(4), 508–531. DOI: https://doi.org/10.1080/13504622.2018.1455074
Momsen, J., Speth, E. B., Wyse, S., & Long, T. (2022). Using systems and systems thinking to unify biology education. CBE—Life Sciences Education, Summer, 1–11. DOI: https://doi.org/10.1187/cbe.21-05-0118
Neuendorf, K. A. (2017). The content analysis guidebook (2nd ed.). SAGE Publications, Inc.
Nguyen-Van, P., Stenger, A., & Tiet, T. (2021). Social incentive factors in interventions promoting sustainable behaviors: A meta-analysis. PLoS ONE, 16(12), e0260932. DOI: https://doi.org/10.1371/journal.pone.0260932
Novidsa, I., Purwianingsih, W., & Riandi, R. (2021, March). Technological pedagogical content knowledge (TPACK) prospective biology teacher in integrating education for sustainable development (ESD) in their learning planning. In Journal of Physics: Conference Series (Vol. 1806, No. 1, p. 012163). IOP Publishing. DOI: https://doi.org/10.1088/1742-6596/1806/1/012163
Pimdee, P. (2020). Antecedents of Thai student teacher sustainable consumption behavior. Heliyon, 6(8), e04676. DOI: https://doi.org/10.1016/j.heliyon.2020.e04676
Pratiwi, E. D., Masykuri, M., & Ramli, M. (2021). Active learning strategy on higher education biology learning: A systematic review. Tadris: Jurnal Keguruan dan Ilmu Tarbiyah, 6(1), 75–86. DOI: https://doi.org/10.24042/tadris.v6i1.7345
Purwianingsih, W., Novidsa, I., & Riandi, R. (2022). Program for integrating education for sustainable development (ESD) into prospective biology teachers’ technological pedagogical content knowledge (TPACK). Jurnal Pendidikan IPA Indonesia, 11(2), 219–228. DOI: https://doi.org/10.15294/jpii.v11i2.34772
Riess, W., Mischo, C., Riess, W., & Mischo, C. (2010). Promoting systems thinking through biology lessons. International Journal of Science Education, 32(6), 705-725. DOI: https://doi.org/10.1080/09500690902769946
Rosenkränzer, F., Hörsch, C., Schuler, S., & Riess, W. (2017). Student teachers’ pedagogical content knowledge for teaching systems thinking: effects of different interventions. International Journal of Science Education, 39, 1932–1951. DOI: https://doi.org/10.1080/09500693.2017.1362603
Rushton, E. A. C., & Walshe, N. (2022). Climate change, sustainability and the environment: The continued importance of biological education. In Journal of Biological Education (Vol. 56, Issue 3, pp. 243–244). Taylor & Francis. DOI: https://doi.org/10.1080/00219266.2022.2116843
Russell, A. E., Aide, T. M., Braker, E., Ganong, C. N., Hardin, R. D., Holl, K. D., Hotchkiss, S. C., Klemens, J. A., Kuprewicz, E. K., & McClearn, D. (2022). Integrating tropical research into biology education is urgently needed. PLoS Biology, 20(6), e3001674. DOI: https://doi.org/10.1371/journal.pbio.3001674
Saleem, A., & Dare, P. S. (2023). Unmasking the action-oriented ESD approach to acting environmentally friendly. Sustainability, 15(2), 1675. DOI: https://doi.org/10.3390/su15021675
Sánchez-Carrillo, J., Cadarso, M., & Tobarra, M. (2021). Embracing higher education leadership in sustainability: A systematic review. Journal of Cleaner Production, 298, 126675. DOI: https://doi.org/10.1016/J.JCLEPRO.2021.126675
Saragih, L., & Solihat, R. (2021). The implementation of ESD into biology learning to equip students with ESD competencies of systemic thinking and problem-solving. In Journal of Physics: Conference Series (Vol. 1806, No. 1, p. 012158). IOP Publishing. DOI: https://doi.org/10.1088/1742-6596/1806/1/012158
Schneiderhan-Opel, J., & Bogner, F. X. (2021). Cannot see the forest for the trees? Comparing learning outcomes of a field trip vs. a classroom approach. Forests, 12(9), 1265. DOI: https://doi.org/10.3390/f12091265
Schuler, S., Fanta, D., Rosenkraenzer, F., & Riess, W. (2017). Systems thinking within the scope of education for sustainable development (ESD)–a heuristic competence model as a basis for (science) teacher education. Journal of Geography in Higher Education, 42(2), 192–204. DOI: https://doi.org/10.1080/03098265.2017.1339264
Setiawan, H., Surtikanti, H. K., Kusnadi, K., & Riandi, R. (2023). Sustainability awareness, engagement, and perception of indonesian high school students during sustainability project based learning implementation in biology education. Jurnal Penelitian Pendidikan IPA, 9(6), 4227–4236. DOI: https://doi.org/10.29303/jppipa.v9i6.3971
Shabrina, A., Suhartini, S., & Huang, T. C. (2024). Problem-based learning tool integrated with education for sustainable development on biodiversity topic to improve science literacy. Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education), 12(2), 338–353. DOI: https://dx.doi.org/10.24815/jpsi.v12i2.36218
Siddaway, A. P., Wood, A. M., & Hedges, L. V. (2019). How to do a systematic review: A best practice guide for conducting and reporting narrative reviews, meta-analyses, and meta-syntheses. Annu. Rev. Psychol, 70, 747–770. DOI: https://doi.org/10.1146/annurev-psych-010418
Streiling, S., Hörsch, C., & Riess, W. (2021). Effects of teacher training in systems thinking on biology students—An intervention study. Sustainability, 13(14), 7631. DOI: https://doi.org/10.3390/SU13147631
Swaim, J., Maloni, M., Napshin, S., & Henley, A. (2014). Influences on student intention and behavior toward environmental sustainability. Journal of Business Ethics, 124, 465–484. DOI: https://doi.org/10.1007/S10551-013-1883-Z
Swanson, J. D., Brock, L., Van Sickle, M., Gutshall, C. A., & Curby, T. W. (2022). Teacher perceptions as an entry point for talent spotting and development. Journal for the Education of the Gifted, 45(3), 238-270. DOI: https://doi.org/10.1177/01623532221105311
Tandler, N., & Dalbert, C. (2020). Always look on the bright side of students: does valence of teacher perceptions relate to students’ educational performance? Social Psychology of Education, 23, 1121–1147. DOI: https://doi.org/10.1007/s11218-020-09573-z
Thompson, P., & Norris, P. (2021). Sustainability and Ecology, in Sustainability. Oxford University Press. DOI: https://doi.org/10.1093/wentk/9780190883249.003.0003
Timm, J., & Barth, M. (2020). Making education for sustainable development happen in elementary schools: the role of teachers. Environmental Education Research, 27, 50–66. DOI: https://doi.org/10.1080/13504622.2020.1813256
Tschantz, A., Seth, A. K., & Buckley, C. L. (2020). Learning action-oriented models through active inference. PLoS Computational Biology, 16(4), e1007805. DOI: https://doi.org/10.1371/journal.pcbi.1007805
UNESCO. (2017). Education for sustainable development goals (SDGs). In European Conference on Educational Research 2017. UNESCO. DOI: https://doi.org/10.54675/CGBA9153
Vukelić, N., & Rončević, N. (2021). Student teachers’ sustainable behavior. Education Sciences, 11(12), 789. DOI: https://doi.org/10.3390/educsci11120789
Weber, A., Büssing, A. G., Jarzyna, R., & Fiebelkorn, F. (2020). Do German student biology teachers intend to eat sustainably? Extending the theory of planned behavior with nature relatedness and environmental concern. Sustainability (Switzerland), 12(12), 4909. DOI: https://doi.org/10.3390/SU12124909
Weber, A., Hahn, S., & Fiebelkorn, F. (2021). Teach what you eat: Student biology teachers’ intention to teach sustainable nutrition. Journal of Nutrition Education and Behavior, 53(12), 1018-1027. DOI: https://doi.org/10.1016/j.jneb.2021.07.012
Weber, J. M., Lindenmeyer, C. P., Liò, P., & Lapkin, A. A. (2020). Teaching sustainability as complex systems approach: A sustainable development goals workshop. International Journal of Sustainability in Higher Education, 22(8), 25-41. DOI: https://doi.org/10.1108/IJSHE-06-2020-0209
Wenderoth, M. P., Scott, E., Jackson, M., Cerchiara, J., Moon, S., McFarland, J., & Doherty, J. (2020). Developing a learning progression in physiology to characterize how students reason about ion movement. The FASEB Journal, 34(S1), 1. DOI: https://doi.org/10.1096/fasebj.2020.34.s1.09744
Wisinski, J., & Yu, A. (2020). Is the Bloom taxonomy level of student‐generated exam‐style questions predictive of exam performance? The FASEB Journal, 34(S1), 1. DOI: https://doi.org/10.1096/fasebj.2020.34.s1.03999
Yli-Panula, E., Jeronen, E. K., & Mäki, S. (2022). School culture promoting sustainability in student teachers’ views. Sustainability, 14(12), 7440. DOI: https://doi.org/10.3390/su14127440
Yuan, X., Yu, L., Wu, H., She, H., Luo, J., & Li, X. (2022). Sustainable development goals (SDGs) priorities of senior high school students and global public: Recommendations for implementing education for sustainable development (ESD). Education Research International, 2022(1), 2555168. DOI: https://doi.org/10.1155/2022/2555168
Zeyer, A. (2024). Scientific holism: A synoptic (“two-eyed seeing”) approach to science transfer in education for sustainable development, tested with pre-service teachers. Sustainability, 16(6), 2279. DOI: https://doi.org/10.3390/su16062279
Zguir, M. F., Dubis, S., & Koç, M. (2021). Embedding education for sustainable development (ESD) and SDGs values in curriculum: A comparative review on Qatar, Singapore and New Zealand. Journal of Cleaner Production, 319(June), 128534. DOI: https://doi.org/10.1016/j.jclepro.2021.128534
Zhai, X., & Jackson, D. F. (2023). A pedagogical framework for mobile learning in science education (R. J. Tierney, F. Rizvi, & K. B. T.-I. E. of E. (Fourth E. Ercikan, Eds.; pp. 215–223). Elsevier. DOI: https://doi.org/10.1016/B978-0-12-818630-5.13037-4
DOI: http://dx.doi.org/10.20527/bino.v7i3.21765
Article Metrics
Abstract view : 379 timesPDF - 214 times
Refbacks
- There are currently no refbacks.
Copyright (c) 2025 BIO-INOVED : Jurnal Biologi-Inovasi Pendidikan
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
BIO-INOVED Journal has been Accredited:
|
BIO-INOVED Journal has been Indexed/Abstracted/Listed by:
|
Managed by: |
Collaborate with: |
Journal License: |
