Changes in Agricultural Teachers’ Competencies to Apply Sustainable Practices in Their Teaching After Education for Sustainable Development Intervention

Abstract

The infusion of Education for Sustainable Development (ESD) into secondary school agricultural education positively influenced teachers’ understanding, pedagogical practices, and action competencies, confirming the potential of professional development interventions. In this study, thirty in-service agricultural science teachers in the Free State province of South Africa participated in an ESD-infused intervention. All teachers completed pre- and post-intervention instruments, while a sub-sample took part in focus groups (n = 8) and classroom observations (n = 5). The intervention was designed to enhance teachers’ awareness of sustainability concepts and strengthen their pedagogical reasoning in line with ESD principles. Findings indicate that teachers’ conceptual understanding of sustainable agriculture broadened to encompass ecological stewardship, social responsibility, and economic awareness. However, classroom observations revealed that some teachers struggled to translate this expanded knowledge into practical classroom activities, particularly hands-on agricultural tasks, highlighting a gap in pedagogical skills. These results align with the Pentagon model of Pedagogical Content Knowledge (PCK), which emphasises the integration of content knowledge, pedagogical strategies, learner understanding, curriculum knowledge, and assessment to enable sustainability-focused learning. The study recommends that the Department of Basic Education strengthen sustainability awareness and ESD integration through dedicated curriculum initiatives, support professional development that emphasises project- and community-based learning, and adopt inter- and multidisciplinary approaches. These strategies will better equip teachers to apply sustainable agricultural practices in their classrooms and communities, contributing to broader societal transformation.