Program for Integrating Education for Sustainable Development (ESD) into Prospective Biology Teachers' Technological Pedagogical Content Knowledge (TPACK)

W. Purwianingsih, I. Novidsa, R. Riandi


This study aims to promote prospective biology teachers' Technological Pedagogical Content Knowledge (TPACK) about Education for Sustainable Development (ESD) or TPACK-ESD through a School Biology Course. The course is an integrated course as it discusses essential biology contents for the school and the strategies to present the content to the students. It is urgent to promote prospective teachers' TPACK-ESD since the existing biology teachers are not prepared to integrate ESD into biology lessons. The study applied a descriptive method based on a seven-step model of Reorient University Curricula to Address Sustainability (RUCAS). Participants in this study were third-year prospective teachers who were taking the course. The effectiveness of this program for prospective biology teachers is drawn from Content Representation (CoRes) and lesson plans prepared by prospective teachers. The results showed that prospective teachers' TPACK-ESD improved from early development to developed level. It means that prospective teachers' TPACK-ESD is still at a low level. Although the program can improve prospective biology teachers' competencies in developing lesson plans, the level is still low. One semester intensive program seems insufficient to promote prospective teachers' TPACK-ESD. Therefore, it is recommended that the program for promoting ESD integration into TPACK-ESD is conducted for an extended time. The novelty of this study lies in the findings and the coverage of the research area. This study is the first to explore a strategy to promote prospective teachers' TPACK-ESD. More studies are needed, especially on teachers' education curriculum and professional development programs, to accelerate the development of teachers' TPACK-ESD.


Education for Sustainable Development (ESD); prospective biology teachers; Technological Pedagogical Content Knowledge (TPACK)

Full Text:



Al-Naqbi, A. K., & Alshannag, Q. (2018). The status of education for sustainable development and sustainability knowledge, attitudes, and behaviors of UAE University students. International Journal of Sustainability in Higher Education, 19(3),566-588.

Anwar, Y., Rustaman, N, Y., & Widodo, A. (2014). Hypothetical Model to Developing Pedagogical Content Knowledge (PCK) Prospective Biology Teachers in Consecutive Approach. International Journal of Science Research, 3(12), 138-143.

Anyolo, E, O., Kӓrkkӓinen, S., & Keinonen, T. (2018). Implementing Education for Sustainable Development in Namibia: School Teachers' Perceptions and Teaching Practices. Journal of Teacher Education for Sustainability, 2(1), 64-81.

Auerbach, A, J, J. & Andrews, T, C. (2018). Pedagogical Knowledge for Active-Learning Instruction in Large Undergraduate Biology Courses: A Large-Scale Qualitative Investigation of Instructor Thinking. International Journal of STEM Education, (5), 19, 12-25.

Bertschy, F., Künzli, C., & Lehmann, M. (2013). Teachers' competencies for the implementation of educational offers in the field of education for sustainable development. Sustainability, 5(12), 5067-5080.

Bezeljak, P., Torkar, J., & Scheuch, M. (2019). Understanding of Sustainability and Education for Sustainable Development among Pre-service Biology Teachers. International Conference on Research in Teaching and Education. Vienna, Austria. 21-23 June 2019.

Brandt, J. O., Bürgener, L., Barth, M., & Redman, A. (2019). Becoming a competent teacher in education for sustainable development: Learning outcomes and processes in teacher education. International Journal of Sustainability in Higher Education, 20(4), 630-653.

Bürgener, L., & Barth, M. (2017). Sustainability competencies in teacher education: Making teacher education count in everyday school practice. Journal of Cleaner Production, 174, 821-826.

Büssing, A., Schleper, M., & Menzel, S. (2019). Do Pre-service Teachers Dance with Wolves? Subject-Specific Teacher Professional Development in A Recent Biodiversity Conservation Issue. Sustainability, 11(1), 47.

Cebrián, G., & Junyent, M. (2015). Competencies in Education for Sustainable Development: Exploring the Student Teachers' Views. Sustainability, 7, 2768-2786.

Cebrián, G., Pascual, D., & Moraleda, Á. (2019). Perception of sustainability competencies amongst Spanish preservice secondary school teachers, International Journal of Sustainability in Higher Education, 20(7), 1171-1190.

Comenius 2.1 Project. (2008). Competencies for ESD (Education for Sustainable Development) teachers. A framework to integrate ESD in the curriculum of teacher training institutes. Brussel: CSCT Project.

Dumitru, D.E. (2017), "Reorienting higher education pedagogical and professional development curricula toward sustainability – a Romanian perspective," International Journal of Sustainability in Higher Education, 18(6), 894-907.

Exter, N., Grayson, D., & Maher, R. (2013). Facilitating organizational change for embedding sustainability into academia: a case study. Journal Management Development, 32(3), 319–332.

Fadeeva, Z., & Mochizuki, Y. (2010). Competences for sustainable development and sustainability: Significance and challenges for ESD. International Journal of Sustainability in Higher Education, 11(4), 391- 403.

Förtsch, C., Werner, S., Kotzebue, L. v., & Neuhaus, B. J. (2016). Effects of biology teachers' professional knowledge and cognitive activation on students' achievement. International Journal of Science Education, 38(17), 2642-2666.

Förtsch, S, Christian, F, Lena, v. K. & Birgit J. N. (2018). Effect of Teachers' Professional Knowledge and Their Use of Three-Dimensional Physical Models in Biology Lesson on Students' Achievement. Education Sciences, 8(3), 118.

Groβschedl, J, Daniela, M, Thilo, K & Ute, H. (2014). Content-Related Knowledge of Biology Teachers from Secondary Schools: Structure and Learning Opportunities.International Journal of Science Education, 36(14), 2335-2366.

Groening, Z. P., & Kelly, V. L. (2019). Senior Secondary School Teachers' Understanding of Education for Sustainable Development.International Journal of Biology, Physics, and Mathematics, 2(2), 128-138.

Handtke, K., Richter-Beuschel, L., & Bögeholz, S. (2022). Self-efficacy beliefs of teaching ESD: A theory-driven instrument and the effectiveness of ESD in German teacher education. Sustainability, 14(11), 1-32.

Harpe, B. D. L., & Thomas, I. (2009). Curriculum Change in Universities: Conditions that Facilitate Education for Sustainable Development. Journal of Education for Sustainable Development, 3(1), 75-85.

Holdsworth, S., & Thomas, I. (2015). Framework for Introducing Education for Sustainable Development into University Curriculum. Journal of Education for Sustainable Development, 9(2), 137-159.

Hopkins, C. (2012). Reflections on 20+ Years of ESD. Journal of Education for Sustainable Development, 6(1), 21-35.

Koehler, M. J., & Mishra, P. (2005). What happens when teachers design educational technology? The development of Technological Pedagogical Content Knowledge. Journal of Educational Computing Research, 32(2), 131-152.

Lambert, V, A., & Lambert, C, E. (2012). Qualitative Descriptive Research: An Acceptable Design. Pacific Rim International Journal of Nursing Research, 16(4), 255-256.

Liu, N & Zheng, X. (2017). Differences in How Biology Teachers Represent Content Structure in Classroom Discourse: A Videobased Analysis. Journal of Biological Education, 52(4), 364-375.

Loughran, J., Berry, A., & Mulhall, P. (2012). Understanding and Developing Science Teachers' Pedagogical Content Knowledge2nd edition. Rotterdam: SensePublishers.

Lozano, R., Merrill, M. Y., Sammalisto, K., Ceulemans, K., & Lozano, F. J. (2017). Connecting competences and pedagogical approaches for sustainable development in higher education: A literature review and framework proposal. Sustainability, 9(10), 1889.

Merritt, E., Hale, A., & Archambault, L. (2019). Changes in preservice teachers' values, sense of agency, motivation and consumption practices: A case study of an Education for Sustainability Course. Sustainability, 11(1), 155.

Mulà, I., & Tilbury, D. (2009). Progress and Possibilities for the UN Decade of Education for Sustainable Development (DESD) in EU Member States: An ENSI report. Cheltenham, UK: ENSI.

Muller, P.A., Baumer, T., Silbere, J. and Zimmermann, S. (2020). Using Research Method Courses to Teach Students about Sustainable Development-a three-phase model for a Transformative Learning Experience. International Journal of Sustainability in Higher Education, 21(3), 427-439.

Nasution, W. R., Sriyati, S., Riandi, & Safitri, M. (2017). Mastery of Content Representation (CoRes) Related TPACK High School Biology Teacher. Journal of Physics: Conference Series, 895(012125), 1-6.

Novidsa, I., Purwianingsih, W., & Riandi, R. (2021, March). Technological pedagogical content knowledge (TPACK) prospective biology teacher in integrating education for sustainable development (ESD) in their learning planning. In Journal of Physics: Conference Series (Vol. 1806, No. 1, p. 012163). IOP Publishing.

Novidsa, I. (2020). Perkembangan Technological Pedagogical Content Knowledge (TPACK) Terintegrasi Education for Sustainable Development (ESD) Calon Guru Biologi setelah Pembekalan ESD (Thesis, Universitas Pendidikan Indonesia).

Okayama University ESD Promotion Center. (2020). Guide for the Effective Dissemination of the Asia-Pacific ESD Teacher Competency Framework.pdf. Okayama: Okayama University.

Olmos-Gomez, C., Estrada-V, L, I., Ruiz-G, F., Rafael, L., & Mohamed-M, L. (2019). Making Future Teachers More Aware of Issues Related to Sustainability: An Assessment of Best Practices. Sustainability, 11(24), 1-21.

Osman, A, Ladhani, S, Findlate, E and McKay, V (2017) Curriculum Framework for the Sustainable Development Goals 1st edition (London: The Commonwealth Secretariat) p 7.

Otte, P. P. (2016). Integrating Sustainable Development in Higher Education through Experience-based Learning: Insights from Experts in Team (EiT) for Developing a Combined Theoretical Framework. Journal of Education for Sustainable Development, 10(1), 131-159.

Program Studi Pendidikan Biologi (2021). Kurikulum Program Pendidikan Biologi Universitas Pendidikan Indonesia.

Purwianingsih, W. (2011). Pengembangan Program Pembekalan Pedagogical Content Knowledge (PCK) Bioteknologi Melalui Perkuliahan Kapita Selekta Biologi SMA (Doctoral dissertation, Universitas Pendidikan Indonesia).

Purwianingsih, W., & Mardiyah, A. (2018). Analysis of pedagogical content knowledge (PCK) ability of science teachers in planning and reflecting on environmental pollution content. Journal of Physics: Conference Series, 1013(012076), 1-7.

Riandi, R., Purwianingsih, W., & Hasibuan, K. (2019). Apakah TPACK Guru Biologi Dipengaruhi Budaya Daerah/Lokal? (Studi tentang peranan budaya daerah/lokal dalam pembentukan TPACK guru biologi SMA). Prosiding SNPBS (Seminar Nasional Pendidikan Biologi dan Saintek) Ke-4.

Rochintaniawati, D., Riandi, Kestianty, J., Kindy, N., & Rukayadi, Y. (2019). The Analysis of Biology Teachers' Technological Pedagogical Content Knolwledge Development in Lesson Study in West Java Indonesia. Jurnal Pendidikan IPA Indonesia, 8(2), 201-210.

Suhirman, S., Yusuf, Y., Hunaepi, H., & Ikhsan, M. (2022). Scientific Curiosity of Biology Teacher Candidate. Journal of Innovation in Educational and Cultural Research, 3(3), 405-411.

Shumba, O., & Kampamba, R. (2013). Mainstreaming ESD into science teacher education courses: A case for ESD pedagogical content knowledge and learning as connection. Southern African Journal of Environmental Education, 29, 151-166.

UNECE. (2012). Learning for the future: Competences in Education for Sustainable Development. Switzerland: UNECE.

UNESCO. (2017). Education for Sustainable Development Goals: Learning Objectives. France: UNESCO.

Waltner, E.-M., Scharenberg, K., Hörsch, C., & Rieß, W. (2020). What teachers think and know about Education for Sustainable Development and how they implement it in class. Sustainability, 12(4), 1-15.

Wals, A. E., & Kieft, G. (2010). Education for sustainable development: Research overview. Swedan: Sida Review.

Weber, J.M., Lindenmeyer, C.P., Lio, P and Lapkin, A.A. (2021). Teaching Sustainability as Complex System Approach: A Sustainable Development Goals Workshop. International Journal of Sustainability in Higher Education, 22(8), 25-41.

Widodo, A. (2017a). Teacher pedagogical content knowledge (PCK) and students' reasoning and wellbeing. Journal of Physics: Conference Series, 812(1), 012119.

Widodo, A. (2017b). Experienced biology teachers' pedagogical content knowledge (PCK) on photosynthesis. AIP Conference Proceedings, 1848(1), 060017.

Winter, J., & Cotton, D. (2012). Making the hidden curriculum visible: sustainability literacy in higher education. Environmental Education Research, 18(6), 783-796.

Yulisman, H., Widodo, A., Riandi, R., & Nurina, C. I. E. (2019). Moderated effect of teachers’ attitudes to the contribution of technology competencies on TPACK. JPBI (Jurnal Pendidikan Biologi Indonesia), 5(2), 185-196.


  • There are currently no refbacks.