Exploring the Derives Behind ESD in Teacher Education Program at the University of Education Lahore: An Evaluative Case Study


*Farah Rehman,**Zunab Fareha Pasha,***Mahnoor Hameed


The Bruntland Commission's 1987 report "Our Common Future" aimed to link social, economic, and environmental issues. The Sustainable Development Goals (SDGs) call for improved development through multi-partner partnerships and a focus on people, prosperity, peace, partnership, and the planet. Pakistan, the one of first countries to accept the SDGs, aims to connect with upper-middle-class countries by 2030. The SDGs emphasize the importance of sustainable development in promoting economic development, social advancement, and environmental sustainability. Teacher educators play a crucial role in integrating sustainability concepts into curriculum, assessment, and research. They should encourage researchers to explore inter-relationships, perspectives, and boundaries of the social world, and teach students that social, economic, educational, and environmental issues are interconnected. Teachers are vitally important for a sustainable future, as they are nation builders and change agents. The University of Education Lahore is promoting the ESD 2030 agenda among prospective teachers through MA Education and MA Education LM programs. The top-level leadership is actively preparing the ESD mechanism for the future, training students as experts in ESD practices. Department of education promotes the program at UE and international forums, aiming to instill sustainability knowledge in students.