Curriculum for a Sustainable Future: Integrating SDGs into Teaching and Learning

Abstract

The research investigates the infusion of the United Nation's Sustainable Development Goals (SDGs) in the education system by analyzing the perspectives of teachers, the implementation, and the difficulties experienced in the application of the program. A quantitative descriptive design was used in collecting the data through a structured questionnaire that was given to 300 teachers and curriculum experts in secondary and tertiary institutions. The results demonstrate that teachers are well-informed and have very good attitudes towards the integration of the SDGs and they go beyond the traditional teaching methods by using project-based learning, multidisciplinary approaches, and critical thinking exercises. Nevertheless, the impediments of time shortage, inflexible curricula, lack of training, and scant institutional support are still very much present. Besides, research pinpoints substantial disparities in location, qualification, and teaching experience. The research ends with the deployment of a strategic plan for the successful, comprehensive, and sustainable integration of SDGs to develop sustainability competencies and transformative education.