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Education for Sustainable Development Based on Technological Pedagogical Content Knowledge in Biology Education: Assessing Teachers' Readiness

Jurnal Pendidikan IPA Indonesia · Vol. 14 No. 3 (2025)

DOI
10.15294/jpii.v14i3.22908
ISSN
2089-4392, 2339-1286
Published
2025-09-11
Publisher
Universitas Negeri Semarang
Language
eng

Abstract

Teachers’ readiness to integrate Education for Sustainable Development (ESD) plays a pivotal role in preparing students to understand and practice sustainable living. This study examined the readiness of 232 in-service biology teachers in South Sumatra, comprising 142 novice teachers (with ≤10 years of experience) and 90 experienced teachers (with>10 years of experience). A descriptive-comparative quantitative design was employed, using two structured questionnaires to measure teachers’ perspectives on ESD and their Technological Pedagogical Content Knowledge (TPACK). Findings revealed that teachers generally showed a strong commitment to ESD but only a moderate conceptual understanding. Within TPACK, attitudes were rated the highest, whereas technological and inquiry-based competencies were rated the lowest. Novice teachers scored higher than experienced teachers, while participation in environmental education training or prior teaching experience in related topics improved readiness. This study highlights the importance of continuous professional development in enhancing teachers’ technological and inquiry-oriented capacities. Strengthening these dimensions is crucial for effectively embedding ESD into biology teaching and science education more broadly. By addressing these gaps, the integration of ESD can move beyond awareness toward transformative learning that equips students with the skills and dispositions needed for sustainable futures.

Keywords

Collaboration network of the authors

12 authors · 26 co-authorship links · 12 across different organisations

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  • Indonesia University of Education
  • Sriwijaya University
  • Bandung Institute of Technology
  • Telkom University
  • State University of Semarang
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Nuryani Yogipratama RustamanIndonesia University of Education3
Ayu PurwariantiBandung Institute of Technology1
Bruce G. WaldripIndonesia University of Education1
Dika Triya HerawatiIndonesia University of Education1
Sigit SaptonoState University of Semarang1
Saefudin -Affiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/jpii/oai, first harvested 29 Okt 2026, last seen 1 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en">Education for Sustainable Development Based on Technological Pedagogical Content Knowledge in Biology Education: Assessing Teachers' Readiness</dc:title>
	<dc:creator xml:lang="en">Anwar, Yenny</dc:creator>
	<dc:creator xml:lang="en">Widodo, Ari</dc:creator>
	<dc:creator xml:lang="en">Al fatih, Zaky</dc:creator>
	<dc:creator xml:lang="en">Kartika, Diah</dc:creator>
	<dc:creator xml:lang="en">Ariska, Meli</dc:creator>
	<dc:creator xml:lang="en">Yusliani, Novi</dc:creator>
	<dc:subject xml:lang="en">biology teacher;</dc:subject>
	<dc:subject xml:lang="en">ESD</dc:subject>
	<dc:subject xml:lang="en">environmental education</dc:subject>
	<dc:subject xml:lang="en">TPACK</dc:subject>
	<dc:subject xml:lang="en">SDG</dc:subject>
	<dc:description xml:lang="en">Teachers’ readiness to integrate Education for Sustainable Development (ESD) plays a pivotal role in preparing students to understand and practice sustainable living. This study examined the readiness of 232 in-service biology teachers in South Sumatra, comprising 142 novice teachers (with ≤10 years of experience) and 90 experienced teachers (with&amp;gt;10 years of experience). A descriptive-comparative quantitative design was employed, using two structured questionnaires to measure teachers’ perspectives on ESD and their Technological Pedagogical Content Knowledge (TPACK). Findings revealed that teachers generally showed a strong commitment to ESD but only a moderate conceptual understanding. Within TPACK, attitudes were rated the highest, whereas technological and inquiry-based competencies were rated the lowest. Novice teachers scored higher than experienced teachers, while participation in environmental education training or prior teaching experience in related topics improved readiness. This study highlights the importance of continuous professional development in enhancing teachers’ technological and inquiry-oriented capacities. Strengthening these dimensions is crucial for effectively embedding ESD into biology teaching and science education more broadly. By addressing these gaps, the integration of ESD can move beyond awareness toward transformative learning that equips students with the skills and dispositions needed for sustainable futures. </dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2025-09-11</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/jpii/article/view/22908</dc:identifier>
	<dc:identifier>10.15294/jpii.v14i3.22908</dc:identifier>
	<dc:source xml:lang="en">Jurnal Pendidikan IPA Indonesia; Vol. 14 No. 3 (2025): September 2025</dc:source>
	<dc:source>2089-4392</dc:source>
	<dc:source>2339-1286</dc:source>
	<dc:source>10.15294/jpii.v14i3</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/jpii/article/view/22908/6067</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 Jurnal Pendidikan IPA Indonesia</dc:rights>
</oai_dc:dc>