Abstract

This study explores the conceptions of sustainable development among teacher educators and their impact on the integration of Education for Sustainable Development (ESD) in teacher education programs. Understanding teacher educators' perspectives is crucial for fostering a comprehensive approach to sustainability, encompassing economic, environmental, and social dimensions. Utilizing a qualitative methodology, 34 structured interviews with teacher educators in Pakistan were analyzed thematically. The findings reveal that most educators emphasize the importance of meeting present needs without compromising future generations, efficient resource utilization, and the interconnectedness of sustainability dimensions. These insights align with international frameworks such as the Brundtland Report and the 2030 Agenda for Sustainable Development. The study underscores the necessity of a holistic and integrated approach to ESD, advocating for innovative pedagogical strategies and comprehensive curriculum design. By addressing existing challenges and leveraging opportunities for collaboration, this research aims to enhance the effectiveness of ESD in teacher education, preparing future educators to lead sustainable development initiatives in their communities and classrooms.