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Rethinking transformations in sustainability education: project-based approach to sustainability for primary school student teachers
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DOI：10.1108/ijshe-03-2025-0204.png)
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Abstract
En 中文
<jats:sec>
<jats:title>Purpose</jats:title>
<jats:p>Teacher education is identified as a catalyst in promoting the sustainability transition. Project-based learning (PjBL) approaches are efficient in promoting the sustainability competency of the students. On the one hand, supporting and assessing PjBL as an instructor is not simple or free from contradictions, as assessment tools are lacking. On the other hand, understanding the quality and social nature of the PjBL process is incomplete. This research aims at filling these research gaps.</jats:p>
</jats:sec>
<jats:sec>
<jats:title>Design/methodology/approach</jats:title>
<jats:p>The data consist of video recordings and group reports collected during the teaching periods of Sustainability and Outdoor Education–emphasised primary school student teachers (n = 40) in 2023–2025. In a reflexive thematic analysis, the learning transformations model is applied in theory and practice. This study introduces the idea that learning sustainability in primary school teacher education during PjBL includes three stages of learning transformations: unfreezing, changing and refreezing beliefs.</jats:p>
</jats:sec>
<jats:sec>
<jats:title>Findings</jats:title>
<jats:p>Based on this research, students’ socially shared beliefs regarding the teaching profession significantly impact sustainability learning and the acceptance or rejection of the learning demand. Boosting sustainability competency via learning transformations among primary school student teachers requires a forum for discussion for students to reflect not only on their sustainability-related perceptions but also their teacher beliefs.</jats:p>
</jats:sec>
<jats:sec>
<jats:title>Practical implications</jats:title>
<jats:p>An assessment tool for teacher educators is proposed for assessing primary school student teachers’ sustainability-related learning transformations during PjBL.</jats:p>
</jats:sec>
<jats:sec>
<jats:title>Originality/value</jats:title>
<jats:p>In addition to identifying aspects related to acceptance or rejection of the learning demand, this study introduces a concept of practicality ethos to describe the manner students discuss teaching. Engaging in practicality ethos significantly affects the PjBL process.</jats:p>
</jats:sec>
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