Integrating Sustainability in U.S. Teacher Preparation: A Systematic Review of Empirical and Conceptual Literature (2015–2025)

• In Event: Preparing and supporting teachers for climate and sustainability education

Abstract

This systematic review synthesizes empirical and conceptual literature on sustainability integration in U.S. teacher preparation programs from 2015 to 2025. Searches across multiple academic databases identified 517 records, and after rigorous screening, 41 studies were included. The review highlights key curricular approaches, pedagogical strategies, faculty development needs, and policy implications, offering recommendations for future research directions. By aligning these insights with global sustainability education frameworks, this synthesis informs both scholarly discourse and practical implementation, fostering the advancement of sustainability education within U.S. teacher preparation contexts.

Author

• Peter O Oyewole, Kent State University