20.500.12556/RUL-152197 Sustainable development goals in teacher education comparing syllabi in a Japanese and a Slovenian university Introduction: This research aims to explore the integration of Sustainable Development Goals (SDGs) within teacher education programs, focusing on the Faculty of Education at Okayama University, Japan and the University of Ljubljana, Slovenia. Methods: We employed a qualitative content analysis of the syllabi (n = 2,079 from Okayama University; n = 504 from University of Ljubljana) and combined it with insights from semi-structured interviews. Results: The analysis illuminated a strong emphasis on Quality Education (SDG 4) in both institutions. However, certain SDGs, like Climate Action (SDG 13), were less represented, marking potential areas for enhancement. Differences were also identified in the distribution of SDGs-related content between compulsory and elective courses, indicating institutional priorities. Interview reflections emphasized the pivotal role of educators in realizing SDGs and highlighted the necessity of collaboration to achieve these global objectives. Discussion: The insights from interviews and syllabi content analysis underscore the urgency to bridge the identified gaps in SDG coverage. Disparities in emphasis between the two Education for Sustainable Development (ESD)-committed universities were noted, suggesting the importance of fostering strategy exchange and partnerships across institutions. Conclusion: Enhancing the alignment of teacher education programs with SDGs requires collective efforts. By addressing the gaps and promoting effective collaboration, these programs can achieve greater relevance and efficacy in promoting the SDGs. sustainable development goals teacher education curricula qualitative content analysis semi-structured interview Japan Slovenia cilji kakovostne vsebine analiza polstrukturirani intervju Japonska Slovenija trajnostni razvoj izobraževanje učiteljev izobraževalni programi true false true Angleški jezik Slovenski jezik Članek v reviji 2023-11-10 08:57:47 2023-11-10 08:57:47 2023-11-13 09:30:04 0000-00-00 00:00:00 2023 0 0 16 str. art. 1215500 Vol. 8 2023 0000-00-00 Zaloznikova Objavljeno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 37.091.2:378 2504-284X 10.3389/feduc.2023.1215500 171513603 RAZ_Fiel’ardh_Khalifatulloh_2023.pdf RAZ_Fiel’ardh_Khalifatulloh_2023.pdf 1 A46A327B28781E5057DBCC22BFFCE04C 99c8a4ce8950f3c2cfe5ebd908925d2059ae4fe1798219c0ea763845cfd91131 0658d237-7fa1-11ee-bf5f-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=177545 https://www.frontiersin.org/articles/10.3389/feduc.2023.1215500 0 30e29dc4-7fa1-11ee-bf5f-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=177547 Pedagoška fakulteta 0 0 0