Pre-Service Teachers’ Perceptions of Educational Strategies in Achieving Sustainable Development Goals in Thailand as a Developing Country

The existence of living things on Earth is being endangered by the ongoing environmental catastrophe and climate change, which are both accelerated by the significant contribution to climate change caused by human activities. For promoting sustainable development and improving the quality of life, especially through the pedagogical procedures used by teachers, education has taken on a key role. Assessing the views of pre-service teachers in Thailand concerning educational approaches intended to accomplish the Sustainable Development Goals was the goal of this research. Data were collected using a survey approach via a structured questionnaire, and quantitative statistical methods were used to analyse the replies. According to the results, student teachers completing their teaching practicum typically had a positive opinion of instructional strategies that support the Sustainable Development Goals. Comparing female and male students, a noteworthy variance was seen in their perceptions, though no meaningful distinctions were uncovered when assessing various academic fields. These results resulted in the suggestion that educational policies encourage the creation of interdisciplinary curricula and active learning techniques at the higher education level to improve pre-service teachers’ abilities to create curricula and supervise learning based on sustainable development principles for their future students. Conclusively, students must gain an awareness of sustainable development as young as possible.