Pre-Service Teachers’ Perceptions of Educational Strategies in Achieving Sustainable Development Goals in Thailand as a Developing Country

Pre-Service Teachers’ Perceptions of Educational Strategies in Achieving Sustainable Development Goals in Thailand as a Developing Country | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Pre-Service Teachers’ Perceptions of Educational Strategies in Achieving Sustainable Development Goals in Thailand as a Developing Country Isara Phonnong, Worayot Chuensabai, Thananya Viriyapanyanont, and 2 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-7248034/v1 This work is licensed under a CC BY 4.0 License Status: Published Journal Publication published 27 Nov, 2025 Read the published version in Discover Sustainability → Version 1 posted 13 You are reading this latest preprint version Abstract The existence of living things on Earth is being endangered by the ongoing environmental catastrophe and climate change, which are both accelerated by the significant contribution to climate change caused by human activities. For promoting sustainable development and improving the quality of life, especially through the pedagogical procedures used by teachers, education has taken on a key role. Assessing the views of pre-service teachers in Thailand concerning educational approaches intended to accomplish the Sustainable Development Goals was the goal of this research. Data were collected using a survey approach via a structured questionnaire, and quantitative statistical methods were used to analyse the replies. According to the results, student teachers completing their teaching practicum typically had a positive opinion of instructional strategies that support the Sustainable Development Goals. Comparing female and male students, a noteworthy variance was seen in their perceptions, though no meaningful distinctions were uncovered when assessing various academic fields. These results resulted in the suggestion that educational policies encourage the creation of interdisciplinary curricula and active learning techniques at the higher education level to improve pre-service teachers’ abilities to create curricula and supervise learning based on sustainable development principles for their future students. Conclusively, students must gain an awareness of sustainable development as young as possible. Education for sustainable development Teacher education Integrity Figures Figure 1 Figure 2 Figure 3 Figure 4 Introduction The survival of all living things on Earth is directly threatened by climate change and the environmental disaster brought on by human-initiated global warming. Natural catastrophes are becoming more common and severe as a result of the average ambient temperature increasing slowly (UNESCO, 2020a). The United Nations responded by starting a paradigm shift towards sustainable development knowledge through the Rio de Janeiro Declaration in 1992. The 17 Sustainable Development Goals, which were created under a framework that included economic, social, and environmental aspects, were adopted by a worldwide consensus as a result of this campaign. To accomplish the Sustainable Development Goals (SDGs) by 2030, this framework functions as a directing model for all countries (United Nations, 2024 ). Sustainable development and human well-being are vitally supported by education. The use of technology, governmental regulations, and financial resources are not the only factors that propel sustainable development (SD), as accessibility and productivity are also essential. Using a comprehensive approach that combines environmental, societal, and economic elements, the World Education Forum ( 2015 ) has donated considerably to the founding of education for sustainable development. Organizations are also urged to increase teenagers’ consciousness of societal changes to cultivate a dedication to sustainable development. With the adoption of Sustainable Development Goal 4, which aims to guarantee that all students gain the knowledge and abilities required to advance sustainable development through Education for Sustainable Development (ESD) (Leicht, Heiss & Byun, 2018 ). Thus, teachers are essential in implementing policies and developing school curriculum (Amin, 2018 ). While many countries have tried to support their educational systems with the SDGs, the results remain less than expected concerning the raising of awareness about sustainable development, as suggested by recent reports. Relatively few schools have effectively inserted these ideologies into teaching and learning exercises to fulfil the SDGs, even with the addition of SD models into higher education programmes (Kwee, 2021 ). The Programme for International Student Assessment (PISA), which evaluates the reading, math, and science knowledge and abilities of 15-year-old learners, has been a vital instrument for comparing national educational systems across regions. It investigates how well students can think strategically, handle complicated issues, and communicate effectively, providing important insights on how well educational systems are helping to prepare students for success in the real world and in the future. The first year Thailand participated in PISA was 2001. In reading, science, and mathematics, however, Thai students performed less than the OECD average. Additionally, the majority of learners received scores below Level 2, demonstrating a limited comprehension of phrases and brief texts (OECD, 2023 ; OECD, 2023 ). Thailand still has many educational obstacles as a developing nation, especially in preserving a high-quality educational system for all students and guaranteeing fair access to higher education. To better support social changes and societal needs, altering the attention of university development from a supply-side to a demand-side model, the Ministry of Higher Education, Science, Research and Innovation (Thailand) has made changes to its management structures. There are five university group elements in this redesign. The primary goal of almost all universities has been to develop Thai pre-service teachers who can confront and modify social trends (Ministry of Higher Education, Science, Research and Innovation, 2021 a). Teachers are essential in helping students develop the information, abilities, attitudes, and behaviours needed to confront global issues and help create a more just, tranquil, and viable world (Raman, Hutagalung & Rahman, 2022 ). Up until now, however, studies in Thailand have only examined pre-service teachers’ knowledge of sustainable development about vocational education (Sunthonkanokpong & Murphy, 2019 ). As a result, the government is still not doing enough to collect the data needed to help future teachers develop the expertise and skills needed for successful teaching and learning. The purpose of this study was to find out what pre-service teachers at Thailand’s Universities thought. The results will shed light on the efficacy of their programmes and be utilized to guide curriculum and instruction design as well as policy on education. To help accomplish the SDGs, the findings ultimately aim to encourage the promotion of learning activities throughout teacher education institutions. Three research questions directed this analysis: How do pre-service teachers view the educational management techniques used to accomplish the SDGs? Do pre-service teachers’ opinions about the methods of educational management for accomplishing the SDGs change depending on their gender? Are pre-service teachers’ opinions about educational management techniques for accomplishing the SDGs different depending on their subject of study? Conceptual Framework Educational integrity in ESD related to the SDGs The notion of sustainable development highlights the interdependence of its three core dimensions: the environment, the economy and society. In this context, Environmental sustainability pertains to the prudent use of natural resources and effective management of pollution. Economic sustainability underlines the necessity of maintaining long-term economic resilience and growth. In contrast, social sustainability focuses on addressing issues such as equity, social justice, individual well-being and, overall quality of life. The integration of these three dimensions demonstrates how holistic strategies can foster a society that is more resilient, just, and sustainable (Kaimovs & Skarupins, 2024 ). A key objective of SDG framework is to mobilise greater private sector investment and activities in areas where support is most critical to achieving the SDGs by 2030. The SDG Impact Standards contribute to this objective by narrowing the gap between current practices and those required for effective implementation, while simultaneously promoting accountability, integrity, and continuous progress. The central purposes of the SDG Impact Standards are as follows: 1) To uphold human rights and encourage responsible corporate behaviour, as outlined in the United Nations Guiding Principles on Business and Human Rights; 2) To ensure the credibility of impact claims and prevent impact washing by discouraging misrepresentation, requiring claims to be supported by robust and relevant data, and considering all significant effects on both people and the environment—including trade-offs, knowledge gaps, and uncertainties about the realization of anticipated impacts; 3) To incorporate mechanisms for regular review and feedback that enable ongoing learning and improvement. Incorporating ESD into academic curricula has been show to enhance students’ comprehension and awareness of both SD and ESD. Prior studies indicate that experiential learning methods grounded in real-world contexts are particularly effective. Furthermore, the inclusion of ESD encourages students to reflect critically on their personal actions and responsibilities in relation to sustainability (Ferguson, Roofe, Cook, Bramwell-Lalor & Gentles, 2022 ; United Nations Development Programme, 2019 ). Global leaders pledged in 2015 to use the 2030 Agenda for the SD to change the world. The 17 SDGs, which seek to bring nations together to address major sustainable development issues by 2030, are at the core of this initiative. The Stockholm Resilience Centre classified the SDGs into three main pillars: economies (SDGs 8–10 and 12), societies (SDGs 1–5, 7, 11, and 16), and biosphere (SDGs 6 and 13–15). The achievement of sustainability, however, requires partnerships, as emphasized by SDG 17 (Wu et al., 2023 ). The 17 SDGs are a crucial instrument for the present and future development of ESD because of its transdisciplinary and linked character. With 169 objectives and 232 distinct indicators, the SDGs offer a thorough framework. Every field of study looking to integrate SD issues and content into modules, courses, and practice, they provide a useful beginning point. Target 4.7, which strives to guarantee that all students have the expertise and skills necessary to advance sustainable development by 2030, is especially important. Among other things, this encompasses human rights, gender equality, education for sustainable development and sustainable lifestyles, the advancement of the ideals of peace and non-violence, global citizenship, and an understanding of cultural variety and the role that culture plays in the SD. (UNESCO, 2019 ; The Quality Assurance Agency for Higher Education and Advance HE, 2021 ). Initially, it is vital to stress the significance of incorporating sustainability into all areas of the educational setting via a methodical, calculated, and comprehensive approach. Organizations applying the ESD can meaningfully improve the overall sustainability-related learning experience by tackling sustainability as a primary educational concept. Comprising governance, curriculum and formal education, operations and campus management, community and networks, research in higher education, human capacity building, and community engagement, seven key areas of action are needed to combine the socio-physical context into sustainability learning to link sustainability with the learning activities (Holst, 2023 ). Crucially, instead of being added to the current curriculum, the ESD should be seen as essential to teaching and learning. To mainstream the ESD, sustainability-related intended learning outcomes must be developed in addition to sustainability-related themes being included in classrooms. To prepare students to become productive global citizens, curricula must ensure that they get both basic and transferable abilities, including critical thinking. Thus, teacher education has to be refocused to address this difficulty by including the ESD principles into its curriculum, instruction, and learning strategies. Nevertheless, not enough effort has been made to prepare teachers for the ESD application. To reframe teacher education, specifically through the addition of the ESD into both pre-service and in-service teacher education programmes, more work is required. Thailand’s teacher education Directed by the Southeast Asian Ministers of Education Organisation (SEAMEO), refreshing teacher education has been a priority strategy for the eleven Southeast Asian countries from 2015 to 2035. Schools currently function within a complicated and ever-changing environment of knowledge and information, as acknowledged by officials from eleven Ministries of Education. The crucial duty of preparing learners for the future by giving them the necessary skills belongs to teachers. Thus, teachers must persistently develop professionally to improve their efforts (Teachers’ Council of Thailand, 2018 ). In Thailand, higher education has been essential to the country’s growth, especially in terms of developing human potential, intelligence, and labour. Currently, there are not enough highly qualified people in Thailand to satisfy the demands of the government. To boost sustainable economic competitiveness and promote faster national growth, researchers are also urgently needed to boost innovation, AI systems, and service sector innovations. In light of global shocks, Thai higher education has implemented systemic reforms, transitioning from a supply-driven framework toward a demand-driven strategy. The management system for higher education, restructuring universities into five sub-systems including global and frontier research, technology development and modernism, area-based and community action, moral and intellectual development, and the advancement of professionals and specialists, has been reshaped by the Ministry of Higher Education, Science, Research and Innovation. The main objective of almost all universities is to prepare Thailand’s future educators to address the nation’s evolving requirements (Ministry of Higher Education, Science, Research and Innovation, 2021 b). The standards for professional knowledge and experience among teachers, stressing the significance of literacy within shifting social and global contexts, both domestic and international, have been summarised by the Minister of Education (2020). These standards attempt to provide students with the skills needed to attain well-being and coexist peacefully in cultures that value intercultural tolerance. They apply to all universities that serve as teacher education institutions. Additionally, according to the curriculum criteria, a four-year Bachelor’s degree program in teaching must include at least 34 credits of theoretical study, practical training, and self-directed learning. Moreover, the curriculum must consist of an internship and teaching practicum that lasts at least one full academic year during the study time and is related to the major subject or field of study. Methods A five-point Likert scale questionnaire was used as the research methodology in this survey-based investigation. In accordance with the SDGs framework, the questionnaire comprised 16 items concerned educational management strategies intended to accomplish the SDGs 1–16 (UNESCO, 2020b). SDG 17 was excluded from the study, as its successful implementation primarily depends on broader governance mechanisms. Below were the remarks made in the questionnaire about how educational techniques are perceived for fulfilling each of the SDGs: Goal 1: According to the student, education has the power to reduce hardship for people everywhere. Goal 2: The student knows of the instructional strategies that advance public awareness of agricultural sustainability and health. Goal 3: To promote greater well-being among students, the student knows the methods for planning activities that improve awareness of health-related concerns, such as the reasons for premature mortality, reproduction, transmission of diseases, choices in life, and behaviour changes. Goal 4: The student understands how to promote equitable access to high-quality education for everyone in the community. Goal 5: The student can plan events that give females of all ages a chance in life while also encouraging literacy and social skills simultaneously. Goal 6: The student understands how to plan events that advance their knowledge of how to use water resources in an environmentally friendly and clean way. Goal 7: The student can create non-formal and informal education programmes that encourage public skills in energy conservation and the objective design of renewable sources of energy. Goal 8: The student knows ways to organise training events intended to advance entrepreneurial and necessary labour market skills among the population in the present and future. Goal 9: The student knows ways to manage events that progress essential skills for creating sustainable industries and cultivating improvement in the population. Goal 10: The student knows of educational strategies that support fairness among people regardless of distinctions in physical ability, age, gender, race, ethnicity, background, origin, religion, or financial status. Goal 11: The student has learned about strategies for planning events that raise awareness of safe, sustainable housing and social cohabitation. Goal 12: The student understands how to plan events that raise awareness of the need to reduce waste and create ecological consumer goods. Goal 13: The student understands how to plan events that raise public awareness of the effects of climate change and how to modify daily activities in response. Goal 14: The student is familiar with how to plan events that increase students’ comprehension of marine resource protection and sustainable use. Goal 15: The student knows about methods for planning educational programs that provide them the tools they need to avoid and correct land degradation, as well as to preserve, restore, and encourage the sustainable use of ecosystems on earth and the management of forests. Goal 16: The student has heard of educational strategies that support social responsibility, peaceful cooperation, and equitable access to justice for everybody in the community. Cronbach’s Alpha was used to evaluate the questionnaire’s reliability, and the results showed a value of 0.92, which is considered to be a satisfactory level (Taber, 2018 ). Senior pre-service teachers studying at eleven universities in Thailand received the questionnaire through Google Forms. Responses were received by 106 participants, including 88 females (83.00%), 14 males (13.20%), and 4 who identified as non-binary (3.80%). Comprising 80 pre-service teachers (75.50%) majoring in Humanities and Social Sciences, 17 pre-service teachers (16.00%) majoring in Computer and Technology, and 9 pre-service teachers (8.50%) majoring in Science and Mathematics, three main fields of study were being undertaken by the participants. Quantitative approaches, including Mean, Standard Deviation, Percentage, and One-Way ANOVA, were used to examine the data. This study was conducted without the implementation of any experimental procedures or the use of human tissue samples. Ethical approval was granted by the Faculty of Education, Nakhon Ratchasima Rajabhat University, in accordance with the ethical principles outlined in the Declaration of Helsinki. All procedures complied with relevant guidelines and regulations. Prior to participation, all participants received comprehensive information regarding the study’s objectives, potential benefits, and any foreseeable risks. Written informed consent was obtained from all participants before the commencement of data collection. Results Perceptions among pre-service teachers concerning the attainment of the SDGs Across all objectives, student teachers completing the practicum portion often demonstrate a high degree of awareness of instructional strategies in line with the SDGs (Fig. 4 ). Goal 6, which deals with guaranteeing the accessibility and responsible handling of water and sanitation for everyone, was found to have the highest-rated capability among all goals, which shows that a large number of student teachers are confident in being able to create and carry out instructional activities that encourage clean and maintainable water use (Fig. 4 ). Interestingly, even though all of the goals were perceived by students as being at a high level (Fig. 4 ), the awareness of goals 2, 3, 7–10, and 12–16 was ranked at the lowest level in some instances (Fig. 1 – 3 ). The results indicated that, among the lowest levels of perception, student teachers’ understanding and perceived capacity to integrate SDG-related content into their teaching also varied, with the economic, societal, and environmental dimensions aligned by the Stockholm Resilience Centre —the SDGs emerging as the weakest areas (Fig. 1 – 3 ). Furthermore, the goals most frequently identified as having the lowest perception levels were: SDG 2—to achieve food security, improve nutrition, and promote sustainable agriculture; SDG 8—to promote sustainable economic growth; and SDG 9—to promote inclusive and sustainable industrialization and foster innovation (Fig. 1 – 2 ). Perceptions of pre-Service teachers across distinctive genders concerning the accomplishment of SDGs Statistically significant variances in their awareness of educational approaches for accomplishing the SDGs were shown by student teachers of different genders at a significance level of .05 (Table 1 ). Contrasted against both gender-unspecified and female pre-service teachers, respectively, male pre-service teachers exhibited the highest level overall, and showed a higher level of awareness of educational approaches towards accomplishing the SDGs (Table 1 ). Concerning the educational approaches, female and non-binary student teachers generally showed a high level of awareness (Table 1 ). Table 1 Assessment of perceptions among student teachers across genders regarding the accomplishment of the SDGs Genders Descriptive ANOVA N Mean S.D. perception df F Sig. Women 88 4.07 0.70 Between Groups 2 3.419 * .037 Men 14 4.53 0.44 Within Groups 103 Non-binaries 4 4.44 0.44 Total 105 Total 106 4.14 0.68 * Significant < .05 When evaluating female and male students, the awareness of educational approaches for accomplishing the SDGs among student teachers varied substantially (Table 2 ). Still, no important variances in SDGs-related educational assessments between male and non-binary students, nor between female and non-binary students, were shown by the outcomes of the test for Least Significant Difference (LSD) (Table 2 ). Table 2 Comparison of perceptions across genders among student teachers concerning the accomplishment of the SDGs (I) sex (J) sex Mean Difference (I-J) Std. Error Sig. 95% Confidence Interval Lower Bound Upper Bound Women Men − .46811 * 0.19 .016 -0.8473 -0.0889 Non-binaries − .37567 0.34 .271 -1.0495 0.2982 Men Women .46811 * 0.19 .016 0.0889 0.8473 Non-binaries .09244 0.38 .807 -0.6548 0.8397 Non-binaries Women .37567 0.34 .271 -0.2982 1.0495 Men − .09244 0.38 .807 -0.8397 0.6548 * Significant < .05 Pre-Service Teachers’ Perception across Different Fields in Relation to Achieving the SDGs Regarding the awareness of educational methods for attaining the SDGs, no statistically significant differences were found among pre-service teachers in three academic fields (Table 3 ). Interestingly, however, student teachers of Computer and Technology displayed the highest understanding of educational techniques for accomplishment of the SDGs, followed by those in the fields of Humanities and Social Sciences, and Science and Mathematics, respectively (Table 3 ). In general, all subject matter groups showed a high degree of awareness, as shown by the Likert scale (Table 3 ). Table 3 Results of comparing awareness among student teachers across diverse fields concerning the accomplishment of the SDGs Different fields of education Descriptive ANOVA N Mean S.D. Perception df F Sig. Humanities and Social Sciences 80 4.09 0.67 Between Groups 2 2.108 .127 Computer and Technology 17 4.45 0.74 Within Groups 103 Science and Mathematics 9 4.03 0.60 Total 105 Total 106 4.14 0.68 Discussion 1. High awareness about educational approaches meant to achieve SDGs was shown by pre-service teachers, who displayed the highest awareness concerning the promotion of students’ skills in supportable and sanitary water use. The overall dimensions might be explained, partly, by how universities’ Bachelor of Education (B.Ed.) programmes are structured to give student teachers the pedagogical knowledge and abilities they need to adapt to shifts at the community, societal, and global levels. Additionally, student teachers often have already had experience with the clean and appropriate use of water, as well as an appreciation of its importance (Ministry of Education, 2008 ). Prior learning experiences formed through both formal curricula and the students’ lifestyles are likely responsible for these positive factors. These results are in line with Türkoǧlu (2019), which indicates that the knowledge acquired in certain university courses is reasonably fresh, while the time spent with children in applied courses is more limited. Correspondingly, the pre-service teacher education programme in Pakistan includes adequate pedagogies to be combined into current subjects, or possibly presented as separate subjects, as found by Bano and Hina ( 2020 ). Such curriculum changes would support the fulfilment of the SDGs and the Education Agenda 2030 while also assisting in the delivery of high-quality education. Similarly, the views and awareness of early childhood pre-service teachers concerning the 2030 Agenda for the SDGs, focusing on the effectiveness of 21st-century classroom teaching in universities, were evaluated by Omotuyole and Ige ( 2022 ), who showed that early childhood undergraduates showed enhanced awareness of the 17 SDGs and had good opinions of them. In line with those reported by Bulut and Borromeo Ferri (2025), who studied the influence of a training programme for teachers that included the ESD for pre-service primary mathematics teachers’ awareness of sustainability and how it fits into teaching math. Especially on topics including responsible use, water preservation, and climate protection, lining up with assorted SDGs, this research discovered that pre-service teachers modified their activities concerning sustainability. All 17 SDGs were tackled by the discussion, although participants most often mentioned cases regarding SDG 6, clean water and sanitation, and SDG 12, sensible consumption and production, in the post-test questionnaire. Besides, these results are consistent with the analysis by Ammoneit, Turek and Peter ( 2022 ) concerning the skills that pre-service geography teachers gain at university and how they impact their work related to ESD in their future work. The findings revealed that pre-service teachers were most comfortable with their subject knowledge and social and personal abilities. Conversely, the SDGs concerning educational initiatives aimed at improving public awareness of the economic, societal, and environmental areas, as classified by the Stockholm Resilience Centre, were also the ones that some pre-service teachers perceived the least level. This is mainly because university students are members of Generation Z, who often lack knowledge and skills on topics including nutrition, agriculture, and industry, even though Thailand is a nation supported by the agricultural industry. The majority of Generation Xers who are still working in agriculture actively encourage their Gen Z children to earn a bachelor’s degree or higher to improve their standard of living. This is typically due to the inability of most farmers and their families in Thailand to escape poverty. This has contributed to the lack of skills in food utilisation, agriculture, and sustainable industrial development by Gen Z (Farrell & Phungsoonthorn, 2020 ; Abbas et al., 2022 ). The findings were consistent with those of Wati, Sari, Sulaeman, and Saparini ( 2024 ), who found that pre-service teachers had insufficient knowledge and professional instruction concerning the pedagogical skills needed to be successful educators. The application of the SDGs is limited by this disparity. To teach and advance the SDGs while stimulating students’ enthusiasm, curiosity, and aptitude for science, pre-service physics educators must gain the necessary expertise and skills for helping to reach the SDGs. 2. A noticeable distinction was seen between male and female student teachers concerning the awareness of educational approaches for achieving the SDGs, though male and non-binary student teachers and female and non-binary student teachers were not significantly different in terms of how they viewed teaching practices. The highest awareness of educational approaches for achieving the SDGs was seen among male pre-service teachers, which could be due to their social activities, which are typically more challenging physically, and thus provide them greater chances than females to participate in social activities connected to SD. This result supports the findings by Lašáková, Vojteková, and Procházková (2023), who showed males in Gen Z were often more familiar with self-sacrificing intentions when compared to Gen Z females. Their research found that two selfless criteria were having meaningful jobs, which were more commonly stated by men than by women, and supporting others, which was more common among males. In the same way, pre-service teachers with experience in service learning displayed more familiarity with the SDGs, which also influenced them to adjust their viewpoints and behaviours, as suggested by Ribeiro et al. (2023). Noteworthy variances in all aspects of sustainable development viewpoints between male and female pre-service teachers were shown in the study by Nguyen, Bui, Nguyen, and Huang ( 2022 ) concerning the link between the sustainable development views of elementary pre-service teachers in Southern Vietnam and their existing teacher training programme. Especially when it came to knowledge and action, male pre-service teachers scored higher than female pre-service teachers. Similarly, male pre-service teachers usually scored higher than female pre-service teachers concerning apparent significance, implying the males had a better grasp and familiarity with SDGs, as found by Hsieh, Chien, and Lin ( 2024 ). 3. Although pre-service teachers in the field of Computer and Technology demonstrated the highest awareness of educational methods for achieving the SDGs, no statistically significant differences were found among pre-service teachers in three academic fields. Because implementing educational strategies aimed at attaining the SDGs involves interdisciplinary learning management to create and organize learning activities for future students, specialist knowledge within each area is not always proof that one can do so. Besides, pre-service teachers must learn and cultivate skills in technology use, aptitudes for constant learning, talents for problem-solving, and imagination. In particular, AI technologies are increasingly crucial for promoting academic integrity, and enhancing educational quality, accessibility, and equity for all learners (Amir, Mohamed & Juhary, 2024 ; Artyukhov, Wolowiec, Artyukhova, Bogacki & Vasylieva, 2024 ). These results are consistent with those of Yeasmin ( 2023 ), who revealed that students from various fields at Aliah University and WBUTTEPA in Kolkata, West Bengal, India, did not differ significantly in their assessments of gender equality as measured by the SDGs. Limitations Although pre-service teachers demonstrated strong understanding of educational management aligned with the SDGs, this does not guarantee effective application during future practicum. Additionally, as this study focused specifically on pre-service teachers in Thailand—a developing country—its findings may not be generalisable to more developed nations due to significant socio-economic, ecological, and technological advancement differences. Conclusion Students of professional teaching practicum have a high level of understanding concerning educational approaches for attaining the SDGs, as indicated by the findings. Nevertheless, it was also shown that they were least aware of and thought to be able to incorporate SDG-related information into their teaching in the areas that concern the societal, environmental, and economic aspects of sustainable development. These results might reflect an adequate level on integrity among pre-service teachers. Likewise, pre-service teachers who chose not to reveal their gender showed views similar to both male and female students, while pre-service teachers of different genders showed divergent assessments. Lastly, students from different academic fields showed no noteworthy variances in terms of their perceptions. The question of whether professional teaching practicum students can devise interdisciplinary learning activities that efficiently combine teaching methods and specific knowledge still cannot be answered, even though they showed a high level of insight concerning educational approaches for attaining the SDGs. To encourage the development of SD competencies for basic education students in the future, these activities should also integrate the ESD concept. According to the results of this study, it is suggested that prioritization be placed on educational guidelines as well as the expansion of interdisciplinary curricula and teaching policies for higher education. Improving the capabilities of teacher education students in creating curricula and management approaches based on models such as Project-Based Learning, Problem-Based Learning, STEM, and Community-Based Learning, as an active learning approach, should be the focus of these proposals. Students would be given opportunities to address societal, economic, and environmental topics by using these approaches, supported by education for SD. Pre-service teachers will be prepared to cultivate the awareness and skills they need for their future students by using their knowledge and skills, thus influencing societal growth and aiding in the attainment of the SDGs. Early experience is vital to encouraging long-term commitment to sustainability principles, so it is important that learners develop an appreciation for sustainable development early in their education pursuits. Abbreviations AI Artificial Intelligence B.Ed. Bachelor of Education ESD Education for Sustainable Development LSD Least Significant Difference OECD Organization for Economic Co-operation and Development PISA The Programme for International Student Assessment SD Sustainable Development SEAMEO Southeast Asian Ministers of Education Organisation SDGs Sustainable Development Goals UNESCO United Nations Educational, Scientific and Cultural Organization Declarations Ethics approval: Ethical approval for this study was obtained from the Faculty of Education, Nakhon Ratchasima Rajabhat University, in compliance with the ethical principles of the Declaration of Helsinki. Consent to participate: All participants provided written informed consent prior to their participation in the study. Consent to publish: Written informed consent for publication was obtained from all participants. Funding: This study received no funding. Author Contribution I.P. made substantial contributions to the conception and design of the work, and drafted the work and substantively revised it.W.C. contributed to the interpretation of data.T. V. substantively revised draft.S. W. contributed to the acquisition and analysis of data.W. K. substantively revised draft. Data Availability The questionnaire items and the corresponding results of the data analysis are included in the main manuscript. References Abbas S, Naz M, Gillani SMA, Afzal S, Jabeen N, Manzoor A. (2022). Analyze the. Effects of Fast Food on the Health of College-going Students. Pakistan J Med Health Sci, 16 (2), 1053–6. https://doi.org/10.53350/pjmhs221621053 Amin WA. (2018). The UN Sustainable Development Goals and Teacher. Development for Effective English. Teaching in Bangladesh: A Gap that. Needs Bridging. J Teacher Educ Sustain, 20 (2), 118–38. https://doi.org/10.2478/jtes-2018-0019 Amir AF, Mohamed AT F. S., Juhary J. (2024). 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PISA 2022 Results (Volume I): The State of Learning and Equity . in Education . Paris, France: OECD. Omotuyole CO, Ige OO. (2022). Early Childhood Pre-service Teachers’ Awareness. and Perception of the 2030 Agenda for Sustainable Development Goals. Unilorin. J Lifelong Educ, 6 (2), 278–89. Retrieved 18 March 2025. from https://ujlle.org.ng/index.php/ujlle/article/view/19 Raman FL, Hutagalung FD, Rahman MNA. (2022). Preparing Pre-service Teachers for. Integration of Education for Sustainable Development in School. A Systematic Review (2013–2022). Malaysian J Soc Space, 8 (3), 153–69. https://doi.org/10.17576/geo-2022-1803-10 Ribeiro LM, Miranda F, Themudo C, Gonçalves H, Bringle. R. G.. Rosário P, Aramburuzabala P. (2023). Educating for the Sustainable. Development Goals through Service-Learning. University Students’. Perspectives about the Competences Developed. Front Educ, 8 , 1–14. https://doi.org/10.3389/feduc.2023.1144134 Sunthonkanokpong W, Murphy E. (2019). Sustainability awareness, attitudes. and actions. A survey of pre-service teachers. Issues in Educational . Research. 29(2), 562–82. http://www.iier.org.au/iier29/sunthonkanokpong.pdf Taber KS. (2018). The Use of Cronbach’s Alpha When Developing and Reporting Research. Instruments in Science Education. Res Sci Educ, 48 , 1278. Teachers’ Council of Thailand. (2018). Southeast Asia Teachers Competency Framework . Bangkok T. Teachers’ Council of Thailand. The Quality Assurance Agency for Higher Education and Advance HE. (2021). Education for Sustainable Development Guidance . Retrieved 18 March 2025 from https://media.www.kent.ac.uk/se/18355/education- for-sustainable. -development-guidance2021.pdf. Türko \:\stackrel{ˇ}{\mathbf{g}} lu B. (2019). Opinions of Preschool Teachers and Pre-Service. Teachers on Environmental Education. and Environmental Awareness for. Sustainable Development in the Preschool Period. Sustainability, 11 (18), 4925. https://doi.org/10.3390/su11184925 UNESCO. (2019). Framework for the Implementation of Education for. Sustainable Development (ESD) Beyond 2019. Retrieved 18 January 2025. from https://unesdoc.unesco.org/ark:/48223/pf0000370215 _______. (2020). Education for Sustainable Development: A Roadmap . Paris, France. UNESCO. https://doi.org/10.54675/YFRE1448 United Nations. (2024). The Sustainable Development Goals Report 2024 . United. States of America: Department of Economic and Social Affairs. Retrieved 18. March 2025 from https://unstats.un.org/sdgs/report/2024/The-Sustainable- Development-. Goals-Report-2024.pdf. United Nations Development Programme. (2019). SDG Impact Standards: Frequently Asked . Questions . Retrieved 18 June 2025 from. https:// sdgfinance.undp.org/sites/default/files/2024- 04/FAQ%20ABOUT%20THE%20SDG%20IMPACT%20STANDARDS%20-. %20PRIVATE%20EQUITY.pdf. Wati AW, Sari DP, Sulaeman NF, Saparini MS. (2024). Integrating. SDGs. in Climate Change Education: Insights from Pre-Service Physics. Teachers. J Eksakta Pendidikan, 8 (2), 86–98. https://doi.org/10.24036/jep/vol8- iss2/890. World Education Forum. (2015). World Education Forum 2015: Final Report . France. United Nations Educational, Scientific and Cultural Organization. Retrieved 18 March 2025 from https://unesdoc.unesco.org/ark:/48223/pf0000243724 Wu X, Fu B, Wang S, Liu Y, Yao Y, Li Y, Xu Z, Liu J. (2023). Three main. dimensions reflected by National SDG Performance. Innov, 4 (6), 100507. Retrieved. 18 March 2025 from. https://www.sciencedirect.com/science/article/pii/S2666675823001352 Yeasmin M. (2023). Pre-Service Teachers’ Perceptions about Gender Equality. International. Journal of Multidisciplinary Research and Growth Evaluation, 4 (4), 427–431. https://doi.org/10.54660/.IJMRGE.2023.4.4.427-431 Additional Declarations No competing interests reported. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-7248034","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":506075254,"identity":"f9dcaf59-8d6e-47c8-b262-0244da6af2e9","order_by":0,"name":"Isara Phonnong","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAAx0lEQVRIiWNgGAWjYBACNigthxCSIFKLMVyEh5AWGEhsIFoLH//hZx9+MNxJ3y599pkEQ40dg710A34tbBJpxjN7GJ7l7uxLN5NgOJbMwCNzgJAWoDd4GA7nbjjDBmSzHQA6LIGAFv7jnxn/MBxONwBr+UeMFoYcY2agLQlgLYxtxGiRyClmljF4Zgh0GLNFYl8yD88NAlrk+49vZnxTcUceaAvjjQ/f7OTYZxDQAgEGByA0UDEPMepB4ACxCkfBKBgFo2AkAgDO2jUQfKMmCQAAAABJRU5ErkJggg==","orcid":"","institution":"Nakhon Ratchasima Rajabhat University","correspondingAuthor":true,"prefix":"","firstName":"Isara","middleName":"","lastName":"Phonnong","suffix":""},{"id":506075257,"identity":"ae74e22d-2188-4e85-8b75-b9db4876a5e5","order_by":1,"name":"Worayot Chuensabai","email":"","orcid":"","institution":"Nakhon Ratchasima Rajabhat 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pillar\u003c/strong\u003e\u003c/p\u003e","description":"","filename":"1.jpg","url":"https://assets-eu.researchsquare.com/files/rs-7248034/v1/721772798e10ea3161b77ba6.jpg"},{"id":90174347,"identity":"07ab436f-148a-43e1-a80c-df858a7587c0","added_by":"auto","created_at":"2025-08-29 12:07:50","extension":"jpg","order_by":2,"title":"Figure 2","display":"","copyAsset":false,"role":"figure","size":187561,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cstrong\u003ePerceptions regarding the achievement of the SDGs under thesocietal pillar\u003c/strong\u003e\u003c/p\u003e","description":"","filename":"2.jpg","url":"https://assets-eu.researchsquare.com/files/rs-7248034/v1/ed7f5d0e4914c7264893e8fe.jpg"},{"id":90174351,"identity":"85d8c7b2-e62a-4976-b9d5-20525b545258","added_by":"auto","created_at":"2025-08-29 12:07:50","extension":"jpg","order_by":3,"title":"Figure 3","display":"","copyAsset":false,"role":"figure","size":154158,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cstrong\u003ePerceptions regarding the achievement of the SDGs under thebiosphere pillar\u003c/strong\u003e\u003c/p\u003e","description":"","filename":"3.jpg","url":"https://assets-eu.researchsquare.com/files/rs-7248034/v1/3684d528c8dc1c0a0905d510.jpg"},{"id":90175170,"identity":"8b38b135-9021-40a5-8301-270e0558f826","added_by":"auto","created_at":"2025-08-29 12:15:50","extension":"jpg","order_by":4,"title":"Figure 4","display":"","copyAsset":false,"role":"figure","size":193579,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cstrong\u003eAverage perceptions regarding the accomplishment of 1-16 SDGs\u003c/strong\u003e\u003c/p\u003e","description":"","filename":"Picture4.jpg","url":"https://assets-eu.researchsquare.com/files/rs-7248034/v1/a68ac1f06db47b402289946f.jpg"},{"id":97178363,"identity":"66a8441f-3496-4d10-ab5a-b5df5598c3fd","added_by":"auto","created_at":"2025-12-01 16:08:56","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1565000,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-7248034/v1/2f6db7eb-b4df-4db7-81c5-03aa067e1d40.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Pre-Service Teachers’ Perceptions of Educational Strategies in Achieving Sustainable Development Goals in Thailand as a Developing Country","fulltext":[{"header":"Introduction","content":"\u003cp\u003eThe survival of all living things on Earth is directly threatened by climate change and the environmental disaster brought on by human-initiated global warming. Natural catastrophes are becoming more common and severe as a result of the average ambient temperature increasing slowly (UNESCO, 2020a). The United Nations responded by starting a paradigm shift towards sustainable development knowledge through the Rio de Janeiro Declaration in 1992. The 17 Sustainable Development Goals, which were created under a framework that included economic, social, and environmental aspects, were adopted by a worldwide consensus as a result of this campaign. To accomplish the Sustainable Development Goals (SDGs) by 2030, this framework functions as a directing model for all countries (United Nations, \u003cspan citationid=\"CR86\" class=\"CitationRef\"\u003e2024\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eSustainable development and human well-being are vitally supported by education. The use of technology, governmental regulations, and financial resources are not the only factors that propel sustainable development (SD), as accessibility and productivity are also essential. Using a comprehensive approach that combines environmental, societal, and economic elements, the World Education Forum (\u003cspan citationid=\"CR97\" class=\"CitationRef\"\u003e2015\u003c/span\u003e) has donated considerably to the founding of education for sustainable development. Organizations are also urged to increase teenagers\u0026rsquo; consciousness of societal changes to cultivate a dedication to sustainable development. With the adoption of Sustainable Development Goal 4, which aims to guarantee that all students gain the knowledge and abilities required to advance sustainable development through Education for Sustainable Development (ESD) (Leicht, Heiss \u0026amp; Byun, \u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). Thus, teachers are essential in implementing policies and developing school curriculum (Amin, \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). While many countries have tried to support their educational systems with the SDGs, the results remain less than expected concerning the raising of awareness about sustainable development, as suggested by recent reports. Relatively few schools have effectively inserted these ideologies into teaching and learning exercises to fulfil the SDGs, even with the addition of SD models into higher education programmes (Kwee, \u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e2021\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eThe Programme for International Student Assessment (PISA), which evaluates the reading, math, and science knowledge and abilities of 15-year-old learners, has been a vital instrument for comparing national educational systems across regions. It investigates how well students can think strategically, handle complicated issues, and communicate effectively, providing important insights on how well educational systems are helping to prepare students for success in the real world and in the future. The first year Thailand participated in PISA was 2001. In reading, science, and mathematics, however, Thai students performed less than the OECD average. Additionally, the majority of learners received scores below Level 2, demonstrating a limited comprehension of phrases and brief texts (OECD, \u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; OECD, \u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Thailand still has many educational obstacles as a developing nation, especially in preserving a high-quality educational system for all students and guaranteeing fair access to higher education.\u003c/p\u003e\u003cp\u003eTo better support social changes and societal needs, altering the attention of university development from a supply-side to a demand-side model, the Ministry of Higher Education, Science, Research and Innovation (Thailand) has made changes to its management structures. There are five university group elements in this redesign. The primary goal of almost all universities has been to develop Thai pre-service teachers who can confront and modify social trends (Ministry of Higher Education, Science, Research and Innovation, \u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e2021\u003c/span\u003ea). Teachers are essential in helping students develop the information, abilities, attitudes, and behaviours needed to confront global issues and help create a more just, tranquil, and viable world (Raman, Hutagalung \u0026amp; Rahman, \u003cspan citationid=\"CR61\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Up until now, however, studies in Thailand have only examined pre-service teachers\u0026rsquo; knowledge of sustainable development about vocational education (Sunthonkanokpong \u0026amp; Murphy, \u003cspan citationid=\"CR68\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). As a result, the government is still not doing enough to collect the data needed to help future teachers develop the expertise and skills needed for successful teaching and learning.\u003c/p\u003e\u003cp\u003eThe purpose of this study was to find out what pre-service teachers at Thailand\u0026rsquo;s Universities thought. The results will shed light on the efficacy of their programmes and be utilized to guide curriculum and instruction design as well as policy on education. To help accomplish the SDGs, the findings ultimately aim to encourage the promotion of learning activities throughout teacher education institutions. Three research questions directed this analysis:\u003c/p\u003e\u003cp\u003e\u003col\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eHow do pre-service teachers view the educational management techniques used to accomplish the SDGs?\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eDo pre-service teachers\u0026rsquo; opinions about the methods of educational management for accomplishing the SDGs change depending on their gender?\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eAre pre-service teachers\u0026rsquo; opinions about educational management techniques for accomplishing the SDGs different depending on their subject of study?\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003c/ol\u003e\u003c/p\u003e\n\u003ch3\u003eConceptual Framework\u003c/h3\u003e\n\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e\u003ch2\u003eEducational integrity in ESD related to the SDGs\u003c/h2\u003e\u003cp\u003eThe notion of sustainable development highlights the interdependence of its three core dimensions: the environment, the economy and society. In this context, Environmental sustainability pertains to the prudent use of natural resources and effective management of pollution. Economic sustainability underlines the necessity of maintaining long-term economic resilience and growth. In contrast, social sustainability focuses on addressing issues such as equity, social justice, individual well-being and, overall quality of life. The integration of these three dimensions demonstrates how holistic strategies can foster a society that is more resilient, just, and sustainable (Kaimovs \u0026amp; Skarupins, \u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). A key objective of SDG framework is to mobilise greater private sector investment and activities in areas where support is most critical to achieving the SDGs by 2030. The SDG Impact Standards contribute to this objective by narrowing the gap between current practices and those required for effective implementation, while simultaneously promoting accountability, integrity, and continuous progress. The central purposes of the SDG Impact Standards are as follows:\u003c/p\u003e\u003cp\u003e1) To uphold human rights and encourage responsible corporate behaviour, as outlined in the United Nations Guiding Principles on Business and Human Rights;\u003c/p\u003e\u003cp\u003e2) To ensure the credibility of impact claims and prevent impact washing by discouraging misrepresentation, requiring claims to be supported by robust and relevant data, and considering all significant effects on both people and the environment\u0026mdash;including trade-offs, knowledge gaps, and uncertainties about the realization of anticipated impacts;\u003c/p\u003e\u003cp\u003e3) To incorporate mechanisms for regular review and feedback that enable ongoing learning and improvement.\u003c/p\u003e\u003cp\u003eIncorporating ESD into academic curricula has been show to enhance students\u0026rsquo; comprehension and awareness of both SD and ESD. Prior studies indicate that experiential learning methods grounded in real-world contexts are particularly effective. Furthermore, the inclusion of ESD encourages students to reflect critically on their personal actions and responsibilities in relation to sustainability (Ferguson, Roofe, Cook, Bramwell-Lalor \u0026amp; Gentles, \u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; United Nations Development Programme, \u003cspan citationid=\"CR89\" class=\"CitationRef\"\u003e2019\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eGlobal leaders pledged in 2015 to use the 2030 Agenda for the SD to change the world. The 17 SDGs, which seek to bring nations together to address major sustainable development issues by 2030, are at the core of this initiative. The Stockholm Resilience Centre classified the SDGs into three main pillars: economies (SDGs 8\u0026ndash;10 and 12), societies (SDGs 1\u0026ndash;5, 7, 11, and 16), and biosphere (SDGs 6 and 13\u0026ndash;15). The achievement of sustainability, however, requires partnerships, as emphasized by SDG 17 (Wu et al., \u003cspan citationid=\"CR99\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). The 17 SDGs are a crucial instrument for the present and future development of ESD because of its transdisciplinary and linked character. With 169 objectives and 232 distinct indicators, the SDGs offer a thorough framework. Every field of study looking to integrate SD issues and content into modules, courses, and practice, they provide a useful beginning point. Target 4.7, which strives to guarantee that all students have the expertise and skills necessary to advance sustainable development by 2030, is especially important. Among other things, this encompasses human rights, gender equality, education for sustainable development and sustainable lifestyles, the advancement of the ideals of peace and non-violence, global citizenship, and an understanding of cultural variety and the role that culture plays in the SD. (UNESCO, \u003cspan citationid=\"CR81\" class=\"CitationRef\"\u003e2019\u003c/span\u003e; The Quality Assurance Agency for Higher Education and Advance HE, \u003cspan citationid=\"CR75\" class=\"CitationRef\"\u003e2021\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eInitially, it is vital to stress the significance of incorporating sustainability into all areas of the educational setting via a methodical, calculated, and comprehensive approach. Organizations applying the ESD can meaningfully improve the overall sustainability-related learning experience by tackling sustainability as a primary educational concept. Comprising governance, curriculum and formal education, operations and campus management, community and networks, research in higher education, human capacity building, and community engagement, seven key areas of action are needed to combine the socio-physical context into sustainability learning to link sustainability with the learning activities (Holst, \u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2023\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eCrucially, instead of being added to the current curriculum, the ESD should be seen as essential to teaching and learning. To mainstream the ESD, sustainability-related intended learning outcomes must be developed in addition to sustainability-related themes being included in classrooms. To prepare students to become productive global citizens, curricula must ensure that they get both basic and transferable abilities, including critical thinking. Thus, teacher education has to be refocused to address this difficulty by including the ESD principles into its curriculum, instruction, and learning strategies. Nevertheless, not enough effort has been made to prepare teachers for the ESD application. To reframe teacher education, specifically through the addition of the ESD into both pre-service and in-service teacher education programmes, more work is required.\u003c/p\u003e\u003c/div\u003e\n\u003ch3\u003eThailand’s teacher education\u003c/h3\u003e\n\u003cp\u003eDirected by the Southeast Asian Ministers of Education Organisation (SEAMEO), refreshing teacher education has been a priority strategy for the eleven Southeast Asian countries from 2015 to 2035. Schools currently function within a complicated and ever-changing environment of knowledge and information, as acknowledged by officials from eleven Ministries of Education. The crucial duty of preparing learners for the future by giving them the necessary skills belongs to teachers. Thus, teachers must persistently develop professionally to improve their efforts (Teachers\u0026rsquo; Council of Thailand, \u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e2018\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eIn Thailand, higher education has been essential to the country\u0026rsquo;s growth, especially in terms of developing human potential, intelligence, and labour. Currently, there are not enough highly qualified people in Thailand to satisfy the demands of the government. To boost sustainable economic competitiveness and promote faster national growth, researchers are also urgently needed to boost innovation, AI systems, and service sector innovations. In light of global shocks, Thai higher education has implemented systemic reforms, transitioning from a supply-driven framework toward a demand-driven strategy. The management system for higher education, restructuring universities into five sub-systems including global and frontier research, technology development and modernism, area-based and community action, moral and intellectual development, and the advancement of professionals and specialists, has been reshaped by the Ministry of Higher Education, Science, Research and Innovation. The main objective of almost all universities is to prepare Thailand\u0026rsquo;s future educators to address the nation\u0026rsquo;s evolving requirements (Ministry of Higher Education, Science, Research and Innovation, \u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e2021\u003c/span\u003eb).\u003c/p\u003e\u003cp\u003eThe standards for professional knowledge and experience among teachers, stressing the significance of literacy within shifting social and global contexts, both domestic and international, have been summarised by the Minister of Education (2020). These standards attempt to provide students with the skills needed to attain well-being and coexist peacefully in cultures that value intercultural tolerance. They apply to all universities that serve as teacher education institutions. Additionally, according to the curriculum criteria, a four-year Bachelor\u0026rsquo;s degree program in teaching must include at least 34 credits of theoretical study, practical training, and self-directed learning. Moreover, the curriculum must consist of an internship and teaching practicum that lasts at least one full academic year during the study time and is related to the major subject or field of study.\u003c/p\u003e"},{"header":"Methods","content":"\u003cp\u003eA five-point Likert scale questionnaire was used as the research methodology in this survey-based investigation. In accordance with the SDGs framework, the questionnaire comprised 16 items concerned educational management strategies intended to accomplish the SDGs 1\u0026ndash;16 (UNESCO, 2020b). SDG 17 was excluded from the study, as its successful implementation primarily depends on broader governance mechanisms. Below were the remarks made in the questionnaire about how educational techniques are perceived for fulfilling each of the SDGs:\u003c/p\u003e\u003cp\u003eGoal 1: According to the student, education has the power to reduce hardship for people everywhere.\u003c/p\u003e\u003cp\u003eGoal 2: The student knows of the instructional strategies that advance public awareness of agricultural sustainability and health.\u003c/p\u003e\u003cp\u003eGoal 3: To promote greater well-being among students, the student knows the methods for planning activities that improve awareness of health-related concerns, such as the reasons for premature mortality, reproduction, transmission of diseases, choices in life, and behaviour changes.\u003c/p\u003e\u003cp\u003eGoal 4: The student understands how to promote equitable access to high-quality education for everyone in the community.\u003c/p\u003e\u003cp\u003eGoal 5: The student can plan events that give females of all ages a chance in life while also encouraging literacy and social skills simultaneously.\u003c/p\u003e\u003cp\u003eGoal 6: The student understands how to plan events that advance their knowledge of how to use water resources in an environmentally friendly and clean way.\u003c/p\u003e\u003cp\u003eGoal 7: The student can create non-formal and informal education programmes that encourage public skills in energy conservation and the objective design of renewable sources of energy.\u003c/p\u003e\u003cp\u003eGoal 8: The student knows ways to organise training events intended to advance entrepreneurial and necessary labour market skills among the population in the present and future.\u003c/p\u003e\u003cp\u003eGoal 9: The student knows ways to manage events that progress essential skills for creating sustainable industries and cultivating improvement in the population.\u003c/p\u003e\u003cp\u003eGoal 10: The student knows of educational strategies that support fairness among people regardless of distinctions in physical ability, age, gender, race, ethnicity, background, origin, religion, or financial status.\u003c/p\u003e\u003cp\u003eGoal 11: The student has learned about strategies for planning events that raise awareness of safe, sustainable housing and social cohabitation.\u003c/p\u003e\u003cp\u003eGoal 12: The student understands how to plan events that raise awareness of the need to reduce waste and create ecological consumer goods.\u003c/p\u003e\u003cp\u003eGoal 13: The student understands how to plan events that raise public awareness of the effects of climate change and how to modify daily activities in response.\u003c/p\u003e\u003cp\u003eGoal 14: The student is familiar with how to plan events that increase students\u0026rsquo; comprehension of marine resource protection and sustainable use.\u003c/p\u003e\u003cp\u003eGoal 15: The student knows about methods for planning educational programs that provide them the tools they need to avoid and correct land degradation, as well as to preserve, restore, and encourage the sustainable use of ecosystems on earth and the management of forests.\u003c/p\u003e\u003cp\u003eGoal 16: The student has heard of educational strategies that support social responsibility, peaceful cooperation, and equitable access to justice for everybody in the community.\u003c/p\u003e\u003cp\u003eCronbach\u0026rsquo;s Alpha was used to evaluate the questionnaire\u0026rsquo;s reliability, and the results showed a value of 0.92, which is considered to be a satisfactory level (Taber, \u003cspan citationid=\"CR71\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). Senior pre-service teachers studying at eleven universities in Thailand received the questionnaire through Google Forms. Responses were received by 106 participants, including 88 females (83.00%), 14 males (13.20%), and 4 who identified as non-binary (3.80%). Comprising 80 pre-service teachers (75.50%) majoring in Humanities and Social Sciences, 17 pre-service teachers (16.00%) majoring in Computer and Technology, and 9 pre-service teachers (8.50%) majoring in Science and Mathematics, three main fields of study were being undertaken by the participants. Quantitative approaches, including Mean, Standard Deviation, Percentage, and One-Way ANOVA, were used to examine the data. This study was conducted without the implementation of any experimental procedures or the use of human tissue samples. Ethical approval was granted by the Faculty of Education, Nakhon Ratchasima Rajabhat University, in accordance with the ethical principles outlined in the Declaration of Helsinki. All procedures complied with relevant guidelines and regulations. Prior to participation, all participants received comprehensive information regarding the study\u0026rsquo;s objectives, potential benefits, and any foreseeable risks. Written informed consent was obtained from all participants before the commencement of data collection.\u003c/p\u003e"},{"header":"Results","content":"\u003cdiv id=\"Sec7\" class=\"Section2\"\u003e\u003ch2\u003ePerceptions among pre-service teachers concerning the attainment of the SDGs\u003c/h2\u003e\u003cp\u003eAcross all objectives, student teachers completing the practicum portion often demonstrate a high degree of awareness of instructional strategies in line with the SDGs (Fig.\u0026nbsp;\u003cspan refid=\"Fig4\" class=\"InternalRef\"\u003e4\u003c/span\u003e). Goal 6, which deals with guaranteeing the accessibility and responsible handling of water and sanitation for everyone, was found to have the highest-rated capability among all goals, which shows that a large number of student teachers are confident in being able to create and carry out instructional activities that encourage clean and maintainable water use (Fig.\u0026nbsp;\u003cspan refid=\"Fig4\" class=\"InternalRef\"\u003e4\u003c/span\u003e). Interestingly, even though all of the goals were perceived by students as being at a high level (Fig.\u0026nbsp;\u003cspan refid=\"Fig4\" class=\"InternalRef\"\u003e4\u003c/span\u003e), the awareness of goals 2, 3, 7\u0026ndash;10, and 12\u0026ndash;16 was ranked at the lowest level in some instances (Fig.\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e\u0026ndash;\u003cspan refid=\"Fig3\" class=\"InternalRef\"\u003e3\u003c/span\u003e). The results indicated that, among the lowest levels of perception, student teachers\u0026rsquo; understanding and perceived capacity to integrate SDG-related content into their teaching also varied, with the economic, societal, and environmental dimensions aligned by the Stockholm Resilience Centre \u0026mdash;the SDGs emerging as the weakest areas (Fig.\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e\u0026ndash;\u003cspan refid=\"Fig3\" class=\"InternalRef\"\u003e3\u003c/span\u003e). Furthermore, the goals most frequently identified as having the lowest perception levels were: SDG 2\u0026mdash;to achieve food security, improve nutrition, and promote sustainable agriculture; SDG 8\u0026mdash;to promote sustainable economic growth; and SDG 9\u0026mdash;to promote inclusive and sustainable industrialization and foster innovation (Fig.\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e\u0026ndash;\u003cspan refid=\"Fig2\" class=\"InternalRef\"\u003e2\u003c/span\u003e).\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec8\" class=\"Section2\"\u003e\u003ch2\u003ePerceptions of pre-Service teachers across distinctive genders concerning the accomplishment of SDGs\u003c/h2\u003e\u003cp\u003eStatistically significant variances in their awareness of educational approaches for accomplishing the SDGs were shown by student teachers of different genders at a significance level of .05 (Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e). Contrasted against both gender-unspecified and female pre-service teachers, respectively, male pre-service teachers exhibited the highest level overall, and showed a higher level of awareness of educational approaches towards accomplishing the SDGs (Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e). Concerning the educational approaches, female and non-binary student teachers generally showed a high level of awareness (Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e).\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eAssessment of perceptions among student teachers across genders regarding the accomplishment of the SDGs\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"8\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003eGenders\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"3\" nameend=\"c4\" namest=\"c2\"\u003e\u003cp\u003eDescriptive\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"4\" nameend=\"c8\" namest=\"c5\"\u003e\u003cp\u003eANOVA\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eN\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eMean\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eS.D.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eperception\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003edf\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eF\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eSig.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eWomen\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e88\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e4.07\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0.70\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eBetween Groups\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\" morerows=\"3\" rowspan=\"4\"\u003e\u003cp\u003e3.419\u003csup\u003e*\u003c/sup\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e.037\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eMen\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e14\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e4.53\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0.44\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eWithin Groups\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e103\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eNon-binaries\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e4.44\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0.44\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eTotal\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e105\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eTotal\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e106\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e4.14\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0.68\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003ctfoot\u003e\u003ctr\u003e\u003ctd colspan=\"8\"\u003e\u003csup\u003e*\u003c/sup\u003eSignificant\u0026thinsp;\u0026lt;\u0026thinsp;.05\u003c/td\u003e\u003c/tr\u003e\u003c/tfoot\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eWhen evaluating female and male students, the awareness of educational approaches for accomplishing the SDGs among student teachers varied substantially (Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e). Still, no important variances in SDGs-related educational assessments between male and non-binary students, nor between female and non-binary students, were shown by the outcomes of the test for Least Significant Difference (LSD) (Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e).\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eComparison of perceptions across genders among student teachers concerning the accomplishment of the SDGs\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"7\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e(I) sex\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e(J) sex\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003eMean Difference (I-J)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003eStd. Error\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003eSig.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e\u003cp\u003e95% Confidence Interval\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eLower Bound\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eUpper Bound\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003eWomen\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eMen\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\u0026minus;\u0026thinsp;.46811\u003csup\u003e*\u003c/sup\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0.19\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e.016\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e-0.8473\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e-0.0889\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eNon-binaries\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\u0026minus;\u0026thinsp;.37567\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0.34\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e.271\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e-1.0495\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e0.2982\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003eMen\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eWomen\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e.46811\u003csup\u003e*\u003c/sup\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0.19\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e.016\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e0.0889\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e0.8473\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eNon-binaries\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e.09244\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0.38\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e.807\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e-0.6548\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e0.8397\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003eNon-binaries\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eWomen\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e.37567\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0.34\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e.271\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e-0.2982\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e1.0495\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eMen\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\u0026minus;\u0026thinsp;.09244\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0.38\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e.807\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e-0.8397\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e0.6548\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003ctfoot\u003e\u003ctr\u003e\u003ctd colspan=\"7\"\u003e\u003csup\u003e*\u003c/sup\u003eSignificant\u0026thinsp;\u0026lt;\u0026thinsp;.05\u003c/td\u003e\u003c/tr\u003e\u003c/tfoot\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003c/div\u003e\n\u003ch3\u003ePre-Service Teachers’ Perception across Different Fields in Relation to Achieving the SDGs\u003c/h3\u003e\n\u003cp\u003eRegarding the awareness of educational methods for attaining the SDGs, no statistically significant differences were found among pre-service teachers in three academic fields (Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e). Interestingly, however, student teachers of Computer and Technology displayed the highest understanding of educational techniques for accomplishment of the SDGs, followed by those in the fields of Humanities and Social Sciences, and Science and Mathematics, respectively (Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e). In general, all subject matter groups showed a high degree of awareness, as shown by the Likert scale (Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e).\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eResults of comparing awareness among student teachers across diverse fields concerning the accomplishment of the SDGs\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"8\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003eDifferent fields of education\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"3\" nameend=\"c4\" namest=\"c2\"\u003e\u003cp\u003eDescriptive\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"4\" nameend=\"c8\" namest=\"c5\"\u003e\u003cp\u003eANOVA\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eN\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eMean\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eS.D.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003ePerception\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003edf\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eF\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eSig.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eHumanities and Social Sciences\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e80\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e4.09\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0.67\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eBetween Groups\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\" morerows=\"3\" rowspan=\"4\"\u003e\u003cp\u003e2.108\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\" morerows=\"2\" rowspan=\"3\"\u003e\u003cp\u003e.127\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eComputer and Technology\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e17\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e4.45\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0.74\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eWithin Groups\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e103\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eScience and Mathematics\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e9\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e4.03\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0.60\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eTotal\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e105\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eTotal\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e106\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e4.14\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0.68\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e"},{"header":"Discussion","content":"\u003cp\u003e1. High awareness about educational approaches meant to achieve SDGs was shown by pre-service teachers, who displayed the highest awareness concerning the promotion of students\u0026rsquo; skills in supportable and sanitary water use. The overall dimensions might be explained, partly, by how universities\u0026rsquo; Bachelor of Education (B.Ed.) programmes are structured to give student teachers the pedagogical knowledge and abilities they need to adapt to shifts at the community, societal, and global levels. Additionally, student teachers often have already had experience with the clean and appropriate use of water, as well as an appreciation of its importance (Ministry of Education, \u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e2008\u003c/span\u003e). Prior learning experiences formed through both formal curricula and the students\u0026rsquo; lifestyles are likely responsible for these positive factors.\u003c/p\u003e\u003cp\u003eThese results are in line with T\u0026uuml;rkoǧlu (2019), which indicates that the knowledge acquired in certain university courses is reasonably fresh, while the time spent with children in applied courses is more limited. Correspondingly, the pre-service teacher education programme in Pakistan includes adequate pedagogies to be combined into current subjects, or possibly presented as separate subjects, as found by Bano and Hina (\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). Such curriculum changes would support the fulfilment of the SDGs and the Education Agenda 2030 while also assisting in the delivery of high-quality education. Similarly, the views and awareness of early childhood pre-service teachers concerning the 2030 Agenda for the SDGs, focusing on the effectiveness of 21st-century classroom teaching in universities, were evaluated by Omotuyole and Ige (\u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e2022\u003c/span\u003e), who showed that early childhood undergraduates showed enhanced awareness of the 17 SDGs and had good opinions of them. In line with those reported by Bulut and Borromeo Ferri (2025), who studied the influence of a training programme for teachers that included the ESD for pre-service primary mathematics teachers\u0026rsquo; awareness of sustainability and how it fits into teaching math. Especially on topics including responsible use, water preservation, and climate protection, lining up with assorted SDGs, this research discovered that pre-service teachers modified their activities concerning sustainability. All 17 SDGs were tackled by the discussion, although participants most often mentioned cases regarding SDG 6, clean water and sanitation, and SDG 12, sensible consumption and production, in the post-test questionnaire. Besides, these results are consistent with the analysis by Ammoneit, Turek and Peter (\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) concerning the skills that pre-service geography teachers gain at university and how they impact their work related to ESD in their future work. The findings revealed that pre-service teachers were most comfortable with their subject knowledge and social and personal abilities.\u003c/p\u003e\u003cp\u003eConversely, the SDGs concerning educational initiatives aimed at improving public awareness of the economic, societal, and environmental areas, as classified by the Stockholm Resilience Centre, were also the ones that some pre-service teachers perceived the least level. This is mainly because university students are members of Generation Z, who often lack knowledge and skills on topics including nutrition, agriculture, and industry, even though Thailand is a nation supported by the agricultural industry. The majority of Generation Xers who are still working in agriculture actively encourage their Gen Z children to earn a bachelor\u0026rsquo;s degree or higher to improve their standard of living. This is typically due to the inability of most farmers and their families in Thailand to escape poverty. This has contributed to the lack of skills in food utilisation, agriculture, and sustainable industrial development by Gen Z (Farrell \u0026amp; Phungsoonthorn, \u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Abbas et al., \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). The findings were consistent with those of Wati, Sari, Sulaeman, and Saparini (\u003cspan citationid=\"CR93\" class=\"CitationRef\"\u003e2024\u003c/span\u003e), who found that pre-service teachers had insufficient knowledge and professional instruction concerning the pedagogical skills needed to be successful educators. The application of the SDGs is limited by this disparity. To teach and advance the SDGs while stimulating students\u0026rsquo; enthusiasm, curiosity, and aptitude for science, pre-service physics educators must gain the necessary expertise and skills for helping to reach the SDGs.\u003c/p\u003e\u003cp\u003e2. A noticeable distinction was seen between male and female student teachers concerning the awareness of educational approaches for achieving the SDGs, though male and non-binary student teachers and female and non-binary student teachers were not significantly different in terms of how they viewed teaching practices. The highest awareness of educational approaches for achieving the SDGs was seen among male pre-service teachers, which could be due to their social activities, which are typically more challenging physically, and thus provide them greater chances than females to participate in social activities connected to SD. This result supports the findings by Laš\u0026aacute;kov\u0026aacute;, Vojtekov\u0026aacute;, and Proch\u0026aacute;zkov\u0026aacute; (2023), who showed males in Gen Z were often more familiar with self-sacrificing intentions when compared to Gen Z females. Their research found that two selfless criteria were having meaningful jobs, which were more commonly stated by men than by women, and supporting others, which was more common among males.\u003c/p\u003e\u003cp\u003eIn the same way, pre-service teachers with experience in service learning displayed more familiarity with the SDGs, which also influenced them to adjust their viewpoints and behaviours, as suggested by Ribeiro et al. (2023). Noteworthy variances in all aspects of sustainable development viewpoints between male and female pre-service teachers were shown in the study by Nguyen, Bui, Nguyen, and Huang (\u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) concerning the link between the sustainable development views of elementary pre-service teachers in Southern Vietnam and their existing teacher training programme. Especially when it came to knowledge and action, male pre-service teachers scored higher than female pre-service teachers. Similarly, male pre-service teachers usually scored higher than female pre-service teachers concerning apparent significance, implying the males had a better grasp and familiarity with SDGs, as found by Hsieh, Chien, and Lin (\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2024\u003c/span\u003e).\u003c/p\u003e\u003cp\u003e3. Although pre-service teachers in the field of Computer and Technology demonstrated the highest awareness of educational methods for achieving the SDGs, no statistically significant differences were found among pre-service teachers in three academic fields. Because implementing educational strategies aimed at attaining the SDGs involves interdisciplinary learning management to create and organize learning activities for future students, specialist knowledge within each area is not always proof that one can do so. Besides, pre-service teachers must learn and cultivate skills in technology use, aptitudes for constant learning, talents for problem-solving, and imagination. In particular, AI technologies are increasingly crucial for promoting academic integrity, and enhancing educational quality, accessibility, and equity for all learners (Amir, Mohamed \u0026amp; Juhary, \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Artyukhov, Wolowiec, Artyukhova, Bogacki \u0026amp; Vasylieva, \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). These results are consistent with those of Yeasmin (\u003cspan citationid=\"CR103\" class=\"CitationRef\"\u003e2023\u003c/span\u003e), who revealed that students from various fields at Aliah University and WBUTTEPA in Kolkata, West Bengal, India, did not differ significantly in their assessments of gender equality as measured by the SDGs.\u003c/p\u003e\u003cdiv id=\"Sec11\" class=\"Section2\"\u003e\u003ch2\u003eLimitations\u003c/h2\u003e\u003cp\u003eAlthough pre-service teachers demonstrated strong understanding of educational management aligned with the SDGs, this does not guarantee effective application during future practicum. Additionally, as this study focused specifically on pre-service teachers in Thailand\u0026mdash;a developing country\u0026mdash;its findings may not be generalisable to more developed nations due to significant socio-economic, ecological, and technological advancement differences.\u003c/p\u003e\u003c/div\u003e"},{"header":"Conclusion","content":"\u003cp\u003eStudents of professional teaching practicum have a high level of understanding concerning educational approaches for attaining the SDGs, as indicated by the findings. Nevertheless, it was also shown that they were least aware of and thought to be able to incorporate SDG-related information into their teaching in the areas that concern the societal, environmental, and economic aspects of sustainable development. These results might reflect an adequate level on integrity among pre-service teachers. Likewise, pre-service teachers who chose not to reveal their gender showed views similar to both male and female students, while pre-service teachers of different genders showed divergent assessments. Lastly, students from different academic fields showed no noteworthy variances in terms of their perceptions.\u003c/p\u003e\u003cp\u003eThe question of whether professional teaching practicum students can devise interdisciplinary learning activities that efficiently combine teaching methods and specific knowledge still cannot be answered, even though they showed a high level of insight concerning educational approaches for attaining the SDGs. To encourage the development of SD competencies for basic education students in the future, these activities should also integrate the ESD concept.\u003c/p\u003e\u003cp\u003e According to the results of this study, it is suggested that prioritization be placed on educational guidelines as well as the expansion of interdisciplinary curricula and teaching policies for higher education. Improving the capabilities of teacher education students in creating curricula and management approaches based on models such as Project-Based Learning, Problem-Based Learning, STEM, and Community-Based Learning, as an active learning approach, should be the focus of these proposals. Students would be given opportunities to address societal, economic, and environmental topics by using these approaches, supported by education for SD. Pre-service teachers will be prepared to cultivate the awareness and skills they need for their future students by using their knowledge and skills, thus influencing societal growth and aiding in the attainment of the SDGs. Early experience is vital to encouraging long-term commitment to sustainability principles, so it is important that learners develop an appreciation for sustainable development early in their education pursuits.\u003c/p\u003e"},{"header":"Abbreviations","content":"\u003cp\u003eAI\u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;Artificial Intelligence\u003c/p\u003e\n\u003cp\u003eB.Ed.\u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;Bachelor of Education\u003c/p\u003e\n\u003cp\u003eESD\u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;Education for Sustainable Development\u003c/p\u003e\n\u003cp\u003eLSD \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;\u0026nbsp;Least Significant Difference\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eOECD\u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;\u0026nbsp; Organization for Economic Co-operation and Development\u003c/p\u003e\n\u003cp\u003ePISA\u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;\u0026nbsp; \u0026nbsp;\u0026nbsp;The Programme for International Student Assessment\u003c/p\u003e\n\u003cp\u003eSD\u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;\u0026nbsp; \u0026nbsp;Sustainable Development\u003c/p\u003e\n\u003cp\u003eSEAMEO\u0026nbsp; \u0026nbsp; \u0026nbsp;\u0026nbsp; \u0026nbsp;\u0026nbsp;Southeast Asian Ministers of Education Organisation\u003c/p\u003e\n\u003cp\u003eSDGs\u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;\u0026nbsp; \u0026nbsp;Sustainable Development Goals\u003c/p\u003e\n\u003cp\u003eUNESCO\u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;United Nations Educational, Scientific and Cultural Organization\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eEthics approval:\u003c/strong\u003e\u003cp\u003e Ethical approval for this study was obtained from the Faculty of Education, Nakhon Ratchasima Rajabhat University, in compliance with the ethical principles of the Declaration of Helsinki.\u003c/p\u003e\u003c/p\u003e\u003cp\u003e\u003cstrong\u003eConsent to participate:\u003c/strong\u003e\u003cp\u003e All participants provided written informed consent prior to their participation in the study.\u003c/p\u003e\u003c/p\u003e\u003cp\u003e\u003cstrong\u003eConsent to publish:\u003c/strong\u003e\u003cp\u003e Written informed consent for publication was obtained from all participants.\u003c/p\u003e\u003c/p\u003e\u003ch2\u003eFunding:\u003c/h2\u003e\u003cp\u003eThis study received no funding.\u003c/p\u003e\u003ch2\u003eAuthor Contribution\u003c/h2\u003e\u003cp\u003eI.P. made substantial contributions to the conception and design of the work, and drafted the work and substantively revised it.W.C. contributed to the interpretation of data.T. 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For promoting sustainable development and improving the quality of life, especially through the pedagogical procedures used by teachers, education has taken on a key role. Assessing the views of pre-service teachers in Thailand concerning educational approaches intended to accomplish the Sustainable Development Goals was the goal of this research. Data were collected using a survey approach via a structured questionnaire, and quantitative statistical methods were used to analyse the replies. According to the results, student teachers completing their teaching practicum typically had a positive opinion of instructional strategies that support the Sustainable Development Goals. Comparing female and male students, a noteworthy variance was seen in their perceptions, though no meaningful distinctions were uncovered when assessing various academic fields. These results resulted in the suggestion that educational policies encourage the creation of interdisciplinary curricula and active learning techniques at the higher education level to improve pre-service teachers\u0026rsquo; abilities to create curricula and supervise learning based on sustainable development principles for their future students. Conclusively, students must gain an awareness of sustainable development as young as possible.\u003c/p\u003e","manuscriptTitle":"Pre-Service Teachers’ Perceptions of Educational Strategies in Achieving Sustainable Development Goals in Thailand as a Developing Country","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-08-29 12:07:46","doi":"10.21203/rs.3.rs-7248034/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2025-09-03T14:14:45+00:00","index":"","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-09-02T08:03:47+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-08-27T00:16:20+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"74068388080476221800969171604301867915","date":"2025-08-25T10:36:41+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"62874763289283466376331874773397596181","date":"2025-08-23T07:13:55+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"110448547248981599475729076376785663212","date":"2025-08-22T10:52:30+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-08-22T10:04:42+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"317568955422992700632018543150401308324","date":"2025-08-20T12:45:47+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"82899243460260681711478543660577556733","date":"2025-08-20T12:18:27+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2025-08-20T09:58:53+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2025-08-12T06:07:12+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2025-08-11T13:16:43+00:00","index":"","fulltext":""},{"type":"submitted","content":"Discover Sustainability","date":"2025-08-11T13:13:31+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"discover-sustainability","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"disu","sideBox":"Learn more about [Discover Sustainability](https://www.springer.com/43621)","snPcode":"","submissionUrl":"","title":"Discover Sustainability","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"99c3559e-b375-4039-9b97-9416144149c5","owner":[],"postedDate":"August 29th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"published-in-journal","subjectAreas":[],"tags":[],"updatedAt":"2025-12-01T16:01:07+00:00","versionOfRecord":{"articleIdentity":"rs-7248034","link":"https://doi.org/10.1007/s43621-025-02192-8","journal":{"identity":"discover-sustainability","isVorOnly":false,"title":"Discover Sustainability"},"publishedOn":"2025-11-27 15:57:26","publishedOnDateReadable":"November 27th, 2025"},"versionCreatedAt":"2025-08-29 12:07:46","video":"","vorDoi":"10.1007/s43621-025-02192-8","vorDoiUrl":"https://doi.org/10.1007/s43621-025-02192-8","workflowStages":[]},"version":"v1","identity":"rs-7248034","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-7248034","identity":"rs-7248034","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}