Education for Sustainable Development and Social Tolerance: Evidence from Teacher Education Institutions in Pakistan

Abstract

Education for sustainable development is an evolving notion in teacher education that highlights the need for tolerance, acceptance, and diversity. Therefore, there is a greater need to elucidate the contributions of teacher educators in promoting social tolerance through Education for Sustainable Development (ESD). In addition, it is crucial to understand the challenges faced by teacher educators while dealing with the intolerant, extremist views and/or behaviors in a particular social setting. In doing so, this research interviewed teacher educators (N=12) through a purposive sampling strategy to determine the respondents’ views about promoting social tolerance strategies integrated with ESD. The data was analyzed through qualitative data analysis software (NVivo), and themes were extracted based on the analysis plots. The research argues that promoting social tolerance within teacher education through ESD is a multi-layered process and requires attention at the policy level. It suggests that the existing structure of the Teacher Education program and the curricula are barely in line with the indicated ESD contents and strategies (integration with teaching and learning) needed to promote social tolerance and societal peace in Pakistan.