Sustainable Development Goals: Knowledge, Teaching Skills and Commitment of Science Vs Non-Science Undergraduate Teachers of Private Universities

Abstract

The incorporation of the Sustainable Development Goals (SDGs) into higher education is crucial for developing dedicated teachers who can influence future generations. This study investigates the knowledge, teaching skills, and commitment toward SDGs among science and non-science undergraduate teachers at private universities in Lahore. A quantitative, cross-sectional survey method was used, which is grounded in the positivist paradigm. A standardized questionnaire was used to gather data from 697 teachers. The questionnaire consisted of 44 closed-ended items, and a five-point Likert scale was used to gather the responses. The findings of the present study showed that there were statistically significant differences in knowledge, teaching skills, and commitment toward Education for Sustainable Development (ESD) among undergraduate teachers across various demographics at private universities. These findings highlight the need for carefully designed professional development and training programs that consider subject background, gender, and experience.