Study Advancing Sustainability Teaching in SA Science Classrooms Earns Cum Laude

BY: .

Preparing future teachers to respond to environmental and social challenges begins in the classroom.

That insight shaped the research of Ms Zizile Sikhosana, who graduated cum laude with a Master’s degree in Education (Science Education) from the University of KwaZulu-Natal (UKZN).

Sikhosana’s dissertation: ‘Preservice Teachers’ Pedagogical Experiences when they Plan to Integrate Sustainable Development Goals in Natural Sciences Lessons’, examined how preservice teachers integrate the Sustainable Development Goals (SDGs) into Natural Sciences lesson planning, contributing important insight into how sustainability education can be strengthened within the South African curriculum.

The study was completed under the supervision of Professor Ronicka Mudaly.

Sikhosana’s research was shaped by both her academic training and her lived experience of sustainability challenges affecting communities across South Africa.

“My focus on how pre-service teachers integrate SDGs into Natural Sciences lessons was inspired by both my academic background and lived experiences,” she explained. “Living in both urban and rural contexts where issues such as water scarcity, unemployment, and the impacts of climate change are evident deepened my understanding of the urgency of sustainability education.”

Her study explored how pre-service teachers interpret and apply sustainability principles within Natural Sciences teaching, particularly after being introduced to Education for Sustainable Development through methodology modules at UKZN. While many students showed strong commitment to integrating sustainability into their lesson planning, the research also revealed areas where additional support is needed.

“The preservice teachers emphasised using real-life examples, such as environmental issues, to make lessons more meaningful,” Sikhosana said. “However, they also experienced challenges, particularly in selecting appropriate content, aligning SDGs with the curriculum, and developing a deeper understanding of how to integrate them effectively.”

Sikhosana believes the Sustainable Development Goals provide an important framework for helping learners connect science knowledge with real world challenges.

“It is important for future teachers to engage with the SDGs because they provide a framework for addressing complex, real-world challenges that are highly relevant in the South African context,” she said.

Her research highlights the importance of strengthening Sustainability Pedagogical Content Knowledge among preservice teachers so that sustainability teaching moves beyond awareness into meaningful classroom practice.

“The findings of my study suggest that teacher education programmes should strengthen Natural Sciences pedagogy modules across all years to build preservice teachers’ confidence and competence in integrating SDGs,” she explained.

Sikhosana also identified the value of experiential learning opportunities such as service-learning projects and field visits that connect theoretical knowledge with local sustainability challenges. Structured engagement with curriculum frameworks such as Curriculum and Assessment Policy Statement (CAPS), she noted, can help teachers identify appropriate entry points for integrating sustainability within lesson planning.

Her postgraduate research played a significant role in shaping her teaching approach and strengthening her commitment to sustainability education.

“My studies at UKZN deepened my understanding of the SDGs and Education for Sustainable Development, and how to integrate them into Natural Sciences lessons,” Sikhosana said. “This shifted my teaching from a purely content-based approach to a more contextual and learner-centred approach.”

Graduating cum laude marks an important milestone in a research journey that reflects both academic excellence and a commitment to strengthening science education practice.

“My research has highlighted the importance of equipping teachers with knowledge and pedagogical skills to effectively integrate the Sustainable Development Goals into Natural Sciences lessons,” she said. “Ultimately, I aim to empower learners to become critical thinkers who can address real-world environmental and social challenges.”

Words: Lee Rondganger

Photograph: Sethu Dlamini