A Study of The Concepts on Sustainable Development in the Curriculum of Teacher Education at the Secondary School Level in India

Author(s)	Ms. Anusmita Bose
Country	India
Abstract	Abstract This study examines the incorporation of Education for Sustainable Development (ESD) in the teacher education curriculum at the secondary school level in India. The study aims to explore how sustainable development concepts are integrated into the curriculum, analyse the perceptions of teacher educators and student teachers, identify challenges in implementation, and suggest strategies for improvement. Findings indicate that sustainability concepts are present in the curriculum mainly through environmental education, but broader dimensions such as social, economic, and cultural aspects require stronger integration. The study also reveals that teacher educators and student teachers generally have positive perceptions towards sustainability education. Challenges such as limited training, insufficient resources, and lack of practical exposure hinder effective implementation. The study suggests curriculum reform, professional development for teacher educators, and the adoption of active learning strategies to strengthen the integration of ESD in teacher education.
Keywords	Keywords: Education for Sustainable Development (ESD), Sustainable Development, Teacher Education, Curriculum Integration
Field	Arts
Published In	Volume 8, Issue 2, March-April 2026
Published On	2026-03-21
DOI	https://doi.org/10.36948/ijfmr.2026.v08i02.71993

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International Journal For Multidisciplinary Research