The study notes that evaluating teacher training programs

The gap

Evidence profile

Sourced from the stated research gap and recommendations and future work and stated challenges and abstract of the source papers, classified as general, drawn from work published between 2007 and 2026, spanning 8 journals. Those papers have been cited 3 times in total.

Supporting evidence — 8 representative gaps

• Digital Pathways to Sustainable Education: A Qualitative Analysis of ICT Integration in Teaching and Learning (2026) · Amitrakshar International Journal of Interdisciplinary and Transdisciplinary Research · doi

  Most studies tend to examine ICT integration in general education without specifically focusing on its role within the framework of ESD. There is limited critical analysis of the challenges and constraints that hinder the effective implementation of ICT in sustainability education. Existing research often adopts a broad or theoretical perspective, with insufficient emphasis on practical implications and contextual realities.

  generalstated research gap
  Keywords: studies tend examine ict integration general education specifically
• Facing Economic Gap: Assessing the Multidimensional Sustainability Awareness of Pre-Service Science Teachers (2026) · Discourse and Communication for Sustainable Education · doi

  The results of the study indicate that pre-service science teachers are cognitively and affectively prepared to engage in the sustainability process; however, this readiness remains weak in the economic dimension and is not supported by practical Facing Economic Gap: Assessing the Multidimensional Sustainability Awareness … 167 pedagogical skills. In light of the current findings and the synthesis of international literature, the following recommendations are proposed: Whole-Institution Approach: Education for Sustainable Development (ESD) should no longer be an add-on course in the curriculum, but rather be transformed into a holistic structure that permeates all science disciplines, as emphasized by Özdemir- Yılmazer (2025) and Hurd & Ormsby (2020). Systems Thinking and 4C Skills: The curriculum should be enriched with systems thinking tasks to enable candidates to analyze the interaction between economic and environmental systems. Furthermore, "4C" skills (Communication, Collaboration, Critical Thinking, Creativity) (González-Salamanca et al., 2020) should be placed at the center of teacher training. Systems-Oriented Pedagogical Scaffolding: Following the recommendations of Peretz (2025), teacher training should move beyond one-time activities toward sustained integration of conceptual modelling and visual representations, such as causal-loop diagrams or DPSIR frameworks. These tools allow candidates to externalise their mental models and confront cognitive biases that simplify complex sustainability issues. Furthermore, providing teachers with ready-to-use frameworks and rubrics is essential to reducing the implementation burden and bridging the identified 'knowledge-action gap'. Economic Sustainability Literacy: For the economic dimension, which is the weakest area for candidates, "sustainable production and consumption" themed modules should be added from the first years of university education to create a "multiplying effect," as suggested by Vega-Cervera and Gallardo-Vazquez (2024). Action-Oriented Education and Self-Efficacy: To enable candidates to move from 'knowing to doing,' action competencies should be developed through community service applications and project-based learning (Sass et al., 2022; Baena-Morales et al., 2023). Technological and Artificial Intelligence Integration: In line with the TALIS 2024 vision (OECD, 2025) and the work of Kayaalp et al. (2025), candidates should be equipped with the skills to utilize AI-supported educational technologies to address and teach complex sustainability issues. Sustainable Lifestyle Role Modeling: In light of Özdemir-Yılmazer's (2025) findings, training programs should incorporate an awareness process that not only transforms the professional knowledge of candidates but also their personal life choices, such as sustainable consumption habits, to ensure they serve as authentic role models.

  generalrecommendationsevidence 5/5
  Keywords: candidates sustainability economic skills sustainable systems education thinking training action service science teachers process dimension
• Rethinking Sustainability Education in Social Studies Via P4C: Integrating Alain Serres’ Works into the Curriculum (2026) · Erzincan Üniversitesi Eğitim Fakültesi Dergisi · doi

  In light of the document analysis results and the identified pedagogical requirements, the following recommendations are offered: • When environmental issues are addressed in Social Studies courses, the traditional framework based solely on information transfer should be abandoned. Instead, lesson designs that are enriched with P4C activities, use qualified children's literature as "philosophical stimuli,” and are centered on an axis of ethical inquiry should be integrated into the curriculum. It is of strategic importance that the sustainability learning outcomes, which are concentrated in the 4th and 5th grades, do not undergo a hiatus at the upper levels (6th and 7th grades). Vertical spiral progression should be maintained by articulating interdisciplinary units such as P4C-based "Critical Ecology” or "Sustainability Ethics” into the Social Studies program at these grade levels. • Didactic methods should be discarded in providing environmental values. Inquiry guides and activity sets that • 10 center on P4C’s "Community of Inquiry" model and elevate the student from a passive recipient to a "thinking subject" should be included in textbooks. • The emphasis on sustainability in the 6th and 7th-grade Social Studies teaching programs should be made visible with more explicit and measurable learning outcomes within the contexts of "ecological citizenship," "global citizenship," and "scientific ethics." • Action research, mixed-method, or qualitative studies should be planned to examine the reflections of the theoretical and curriculum-oriented framework presented in this research on classroom practices, and to measure the changes in students' sustainability perceptions and ethical reasoning skills.

  generalrecommendationsevidence 5/5
  Keywords: sustainability social inquiry environmental framework based ethical curriculum learning outcomes grades levels ethics grade citizenship
• Enhancing climate change education in Egyptian higher education institutions: barriers, opportunities, and student awareness levels (2026) · Humanities and Social Sciences Communications · doi

  Based on the research findings, it is evident that an emphasis should be placed on correcting misconceptions about climate change based on basic science. Building on the momentum of those who are aware, concerned, and able to spot the changes, these students can act as focal points for climate action. Efforts to motivate students to participate more in climate change-related services or activities should be encouraged, possibly integrating these activities into their academic grading. Given the diversity of local conditions across Egyptian regions, together with uneven awareness of national strategies and campaigns among the surveyed students, there is a clear need for a more structured and context-sensitive framework for climate change education in higher education institutions. This could be achieved through drawing an inspiration from other frameworks such as the European GreenComp, which defines sustainability competencies for learners in different settings and focuses on building sustainability competences through interconnected actions and engagement by embodying sustainability values, embracing complexity in sustainability, envisioning sustainable futures, and acting for sustainability (Bianchi et al., 2022) However, localization should be considered and content should be tailored at the community level, given that different communities have different priorities, which in turn result in different pathways of action that require certain knowledge and skills. For example, coastal communities affected by sea level rise need a different skill set and priorities compared to those in Upper Egypt, who prioritize agricultural stress, such as water scarcity. HUMANITIES AND SOCIAL SCIENCES COMMUNICATIONS | (2026) 13:1117 | https://doi.org/10.1057/s41599-026-08215-7 13 ARTICLE HUMANITIES AND SOCIAL SCIENCES COMMUNICATIONS | https://doi.org/10.1057/s41599-026-08215-7 Additionally, it is important to educate and include all pathways, including legal ones, to take action against violations that double the effects of global warming, such as industrial emissions or mismanaged waste. The university can start by encouraging recycling within the university community by contracting waste collection companies and spread awareness about recyclable materials and facilities in their governorate. This approach acknowledges that not all governorates recycle the same materials or have the same facilities across Egypt. Moreover, universities should incorporate multimedia in their pedagogies since the study showed that students rely on social media to get knowledge and updates in comparison to traditional methods. Finally, there is a clear need for the Ministry of Higher Education to unify, increase, and structure knowledge of climate change, including developing thinking skills, encouraging climate action, and increasing motivation.

  generalrecommendationsevidence 5/5
  Keywords: climate sustainability different change students action need knowledge social based building activities given across awareness
• Mercury issues in Guyana: Case study of an interdisciplinary research model in graduate sustainability education (2026) · Interdisciplinary Journal of Environmental and Science Education · doi

  whether an 1. Did the educational experience alter or enhance students’ understanding of sustainability? If so, how? 2. Did the interdisciplinary nature of the class enhance or contribute to new understanding of sustainability? If so, how? 3. Did the experience enhance students’ confidence in their ability to solve real world sustainability problems? MATERIALS AND METHODS centered on developing The approach was based on the goals of an institutional grant “sustainable healthy communities.” The interdisciplinary structure of the course was achieved through (1) team planning and curricular design, and team faculty with different disciplinary teaching by backgrounds and (2) peer interactions among students of different disciplinary backgrounds. The course was delivered using an active teaching/learning strategy employing various teaching and learning activities. Active teaching is an umbrella term for a number of strategies Fox et al. / Interdisciplinary Journal of Environmental and Science Education, 22(3), e2617 3 / 9 in which students are actively engaged in discovering and co- creating knowledge, facilitated by the faculty. This is distinct from passively assimilating knowledge as per traditional lectures. The main active teaching/learning modality used was problem-based, cooperative learning where students were assigned a research problem to complete as a team. Central hands-on activities were community outreach and an immersive field research experience. The interdisciplinary nature of the wider project research questions and educational objectives required the input of a multidisciplinary team. Ten students and three faculty members were involved in the course. The multi-disciplinary faculty team were from the departments of environmental and occupational health (college of public health), civil and environmental engineering (college of engineering), and geography (college of arts & sciences), all from the University of South Florida. Their collective expertise contributed to the project included modelling environmental pollutant transport, environmental sampling (soil, water, and sediments) and mercury analysis, and evaluating social and cultural issues affecting human- environmental-pollution interactions. The faculty team led the courses and modeled working as an interdisciplinary unit.

  generalfuture workevidence 5/5
  Keywords: students team environmental interdisciplinary faculty teaching learning experience enhance sustainability course disciplinary active college educational
• Prospective Science Teachers´ Conceptions of Sustainable Nutrition (2026) · Science education international · cited 1× · doi

  There is a lack of understanding of prospective science teachers' conceptions of sustainable nutrition. The study highlights the need for subject-specific content and interdisciplinary approaches in higher education on sustainable topics. There is a gap in the literature on the dimensions of sustainability that prospective teachers consider when thinking about sustainable nutrition.

  generalstated research gapevidence 5/5
  Keywords: there lack understanding prospective science teachers conceptions sustainable
• Mapping Global Trends in the Evaluation of Elementary School Teacher Training Programs: A Bibliometric Analysis (2026) · Journal Human Research in Rehabilitation · doi

  The study notes that evaluating teacher training programs is challenging due to the need to assess their effectiveness, efficiency, relevance, and sustainability. The study highlights the challenge of integrating sustainable development principles into educational practice. The study also notes the challenge of developing more effective and sustainable teacher training programs.

  generalstated challengesevidence 5/5
  Keywords: study notes evaluating teacher training programs challenging due
• Engaging students with sustainability issues (2007) · Planet · cited 2× · doi

  Although a lot of valid research about what sustainable development means and how it should be embedded in education has been published, it still remains unclear how teachers and lecturers should be convinced of the importance of sustainability, and how students could be engaged with an issue that is not necessarily clearly linked to their subject of study or a successful career.

  generalabstractevidence 3/5
  Keywords: valid sustainable development means embedded education published still remains unclear teachers lecturers convinced importance sustainability

Questions about this gap