Integrating SDGs in Climate Change Education: Insights from Pre-Service Physics Teachers

Abstract

To develop a further sustainable world and address the sustainability-related challenges outlined in the SDGs, every individual should be an agent of sustainability. Individuals need understanding, skills, and attitudes that can contribute to the achievement of SDGs and teachers are the key to the development and implementation of SDGs through education. This study aims to measure the knowledge, perception, and attitude of pre-service physics teachers toward the implementation of SDGs. Our research involved 188 students taken from physics education of two different universities in Indonesia. A modified version of a prior study's questionnaire was used to assess students' knowledge, perception, and attitude. The result shows the entire sample had moderate overall knowledge of the SDGs; there were notable variations in the scores gained for the SDGs' personal and professional implications; and there were differences between the perception of the goals, with the different level of SDGs involvement with the climate change courses. Means that pre-service physics teacher still lacks of information and professional education on pedagogies also the instructing abilities essential for teaching them, obstructing the implementation of the SDGs. Pre-service physics teachers must acquire the knowledge and competencies necessary for teaching and promoting the SDGs to stimulate students’ interest, curiosity and capability for learning science as well as increasing students’ enrolment in science related courses towards the achievement of SDGs.