A qualitative study conceptualizing quality education in relation to sustainability : a focus on teacher education

Abstract

BACKGROUND : Quality education in the context of sustainability is emphasized in the 2030 Agenda and articulated in Sustainable Development Goal 4 (SDG 4). This study aims to clarify how quality education is conceptualized in relation to sustainability within teacher education, which is essential for promoting sustainability in educational settings. METHODS : Using an interpretative qualitative approach, data was collected from 17 webinar focus groups over 16 months, involving 216 participants, including researchers, policymakers, teachers and students from various continents. Data was analyzed utilizing Kuckartz’s steps of categorization. RESULTS : Key themes include (1) the pivotal role of teachers and teacher educators in facilitating quality education, (2) social and educational justice in conceptions of quality education, (3) coherence in policy implementation gaps, and (4) contextual awareness in conceptions of quality education. CONCLUSIONS : The findings offer insight into how sustainability could be promoted by focusing on aspects such as the pivotal role of teachers, social and educational justice, coherence in policy implementation, and contextual awareness within educational settings.