ASSESSING THE INTEGRATION OF SUSTAINABLE DEVELOPMENT GOALS (SDGS) IN TEACHER EDUCATION PROGRAMMES IN NIGERIA

Abstract

This study examines the effectiveness of the integration of Sustainable Development Goals (SDGs) in teacher education programmes in Nigeria, identifies the factors influencing effectiveness, and proposes recommendations for improving teacher education programmes in order to promote the SDGs in Nigeria. The study adopted a survey research design; the study used a stratified random sampling technique. Data from a sample of 400 teachers and teacher educators were collected through a structured questionnaire. The data collected were analysed using descriptive statistical techniques. The findings reveal a need to prioritise the integration of SDGs into the teacher education curriculum. Respondents express concerns about the inadequacy of the current curriculum in preparing teachers for SDG promotion thereby emphasising the importance of aligning teacher education programmes with national and international policies on SDGs, and in the process provide more opportunities for pre-service teachers to engage in community-based projects. Among the major factors identified are professional development, community engagement, and resource support.  Key strategies identified for improvement includes providing professional development opportunities, incorporating specialised SDG courses, creating supportive learning environments, collaborating with communities, ensuring adequate funding and resources and echoing broader research on the pivotal role of education in sustainable development. Recommendations include integrating SDGs into the curriculum, providing professional development for teachers, fostering community collaboration, creating supportive learning environments, securing government support, and advocating for further research on the impact of SDG integration on student outcomes.