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Rethinking Education: Empowering Preservice Teachers for Sustainability in Education in South Africa

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Title: Rethinking Education: Empowering Preservice Teachers for Sustainability in Education in South Africa
Language: English
Authors: Thuthukile Jita (ORCID 0000-0002-1173-5251), Mamosa Thaanyane (ORCID 0009-0000-0502-0439)
Source: Educational Process: International Journal. Article e2026028 2026 21.
Availability: UNIVERSITEPARK Limited. iTOWER Plaza (No61, 9th floor) Merkez Mh Akar Cd No3, Sisli, Istanbul, Turkey 34382. e-mail: editor@edupij.com; Web site: http://www.edupij.com/
Peer Reviewed: Y
Page Count: 13
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Student Empowerment, Preservice Teachers, Sustainability, Foreign Countries, Universities, College Faculty, Teacher Attitudes, Student Attitudes, Preservice Teacher Education, Barriers, Teacher Education Programs, Schools of Education
Geographic Terms: South Africa
ISSN: 2147-0901
2564-8020
Abstract: Background/purpose: Education for sustainability (EfS) has been identified as a critical approach to equipping preservice teachers to address complex sustainability problems. Many teacher education institutions have been identified to equip preservice teachers with tools to promote sustainability in diverse learning environments. However, there is little EfS pedagogical knowledge to prepare preservice teachers thoroughly and systematically. Hence, they graduate without the necessary knowledge and skills to teach in ways that enable them to embed EfS. This study explored how EfS can be meaningfully embedded within initial teacher education in a South African context. It investigated the competencies preservice teachers should develop and the pedagogical and institutional strategies required to support transformative learning. Materials/methods: Using a qualitative case study design, the research employed semi-structured interviews and document analysis to explore the perspectives of lecturers and preservice teachers at the University of the Free State, after obtaining permission from both the Ethics Committee and the participants. The interviews lasted for 30 minutes each. Data analysis through thematic analysis yielded six themes. Results: The findings reveal that practical implementation in teacher education faces systemic barriers, including limited institutional support and incoherent curriculum design. The study also found a need for intentional, holistic approaches to integrating EfS that are rooted in critical reflection and transformative pedagogy. Conclusion: The study concludes that EfS is not systematically implemented but rather according to understandings of what it is about. The lack of opportunities for consistent capacity-building due to a lack of guidelines leads to limited exposure to existing pedagogical preparedness. The study offers practical recommendations for embedding sustainability across teacher education programs and highlights the importance of aligning national and international policy frameworks with local practices.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1500410
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Rethinking Education: Empowering Preservice Teachers for Sustainability in Education in South Africa
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  Data: <searchLink fieldCode="AR" term="%22Thuthukile+Jita%22">Thuthukile Jita</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-1173-5251">0000-0002-1173-5251</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mamosa+Thaanyane%22">Mamosa Thaanyane</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0000-0502-0439">0009-0000-0502-0439</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Educational+Process%3A+International+Journal%22"><i>Educational Process: International Journal</i></searchLink>. Article e2026028 2026 21.
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  Data: UNIVERSITEPARK Limited. iTOWER Plaza (No61, 9th floor) Merkez Mh Akar Cd No3, Sisli, Istanbul, Turkey 34382. e-mail: editor@edupij.com; Web site: http://www.edupij.com/
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  Data: Y
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  Data: 13
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Student+Empowerment%22">Student Empowerment</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Sustainability%22">Sustainability</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Universities%22">Universities</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education+Programs%22">Teacher Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Schools+of+Education%22">Schools of Education</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22South+Africa%22">South Africa</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2147-0901<br />2564-8020
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background/purpose: Education for sustainability (EfS) has been identified as a critical approach to equipping preservice teachers to address complex sustainability problems. Many teacher education institutions have been identified to equip preservice teachers with tools to promote sustainability in diverse learning environments. However, there is little EfS pedagogical knowledge to prepare preservice teachers thoroughly and systematically. Hence, they graduate without the necessary knowledge and skills to teach in ways that enable them to embed EfS. This study explored how EfS can be meaningfully embedded within initial teacher education in a South African context. It investigated the competencies preservice teachers should develop and the pedagogical and institutional strategies required to support transformative learning. Materials/methods: Using a qualitative case study design, the research employed semi-structured interviews and document analysis to explore the perspectives of lecturers and preservice teachers at the University of the Free State, after obtaining permission from both the Ethics Committee and the participants. The interviews lasted for 30 minutes each. Data analysis through thematic analysis yielded six themes. Results: The findings reveal that practical implementation in teacher education faces systemic barriers, including limited institutional support and incoherent curriculum design. The study also found a need for intentional, holistic approaches to integrating EfS that are rooted in critical reflection and transformative pedagogy. Conclusion: The study concludes that EfS is not systematically implemented but rather according to understandings of what it is about. The lack of opportunities for consistent capacity-building due to a lack of guidelines leads to limited exposure to existing pedagogical preparedness. The study offers practical recommendations for embedding sustainability across teacher education programs and highlights the importance of aligning national and international policy frameworks with local practices.
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  Data: 2026
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  Label: Accession Number
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  Data: EJ1500410
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
    Subjects:
      – SubjectFull: Student Empowerment
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Sustainability
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Universities
        Type: general
      – SubjectFull: College Faculty
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Preservice Teacher Education
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Teacher Education Programs
        Type: general
      – SubjectFull: Schools of Education
        Type: general
      – SubjectFull: South Africa
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    Titles:
      – TitleFull: Rethinking Education: Empowering Preservice Teachers for Sustainability in Education in South Africa
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            NameFull: Mamosa Thaanyane
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              Type: published
              Y: 2026
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