Abstract

In Pakistani context, little is known about the knowledge, attitude, and self-efficacy of pre-service teachers about sustainable development. This study intends to investigate, through quasi experimental research, whether or not inquiry-based teaching learning activities increases the level of sustainable development literacy of pre-service teachers in terms of knowledge, attitude and self-efficacy towards sustainable development.  The quasi-experimental pre-test post-test nonequivalent research design was used. This investigation was carried out on two classes of preservice (BEd) students which were taken as control group and experimental group. The responses of the participants were analyzed through inferential and descriptive statistics. The study clearly indicated that after giving intervention a substantial difference can be seen between the post test scores of treatment group and control group in terms of knowledge, attitude, and self-efficacy of pre-service teachers towards sustainable development while there was insignificant difference between the control group which also contains knowledge, attitude, and self-efficacy of pre-service teachers towards sustainable development. This paper highlights the need to integrate action oriented sustainable development curricula to the present teacher education programs in Pakistan for the social, economic, and environmental development of pre-service teachers.