Abstract The integration of sustainable development principles into educational frameworks has become increasingly significant, particularly in the context of the United Nations' Sustainable Development Goals (SDGs). Achieving these ambitious and multifaceted objectives necessitates a comprehensive transformation across various domains, including teaching, research, and institutional infrastructure. Within this transformative process, teaching occupies a pivotal position, as students are recognized both as the primary source of innovative potential and as key multipliers capable of disseminating sustainable practices and values throughout society. This dual role underscores the strategic importance of educators in shaping future generations and empowering youth to actively contribute to sustainable development initiatives. Teachers are increasingly adopting the role of learning coaches, guiding students not only in acquiring disciplinary knowledge but also in fostering competencies aligned with education for sustainable development. This pedagogical shift emphasizes the importance of addressing concrete social challenges and promoting interdisciplinarity within the curriculum. By embedding sustainability-oriented content and methodologies into their teaching, educators facilitate the development of critical thinking, problem-solving skills, and a sense of social responsibility among students. Such an approach positions youth as active participants in the pursuit of sustainable solutions, thereby amplifying the impact of educational interventions on broader societal transformation.
Kumaresh N. Kataraki (2026) studied this question.