Scaling of sustainable development goals in science education using Thurstone’s pairwise comparison–based scaling technique

Abstract

A lack of evidence-based guidelines on which sustainable development goals (SDGs) need to be focused on in educational settings can be regarded as the key deficiency that leads to an inefficient sustainability learning process. As sustainability-related issues become ever more acute, there is a necessity to determine which SDGs should be prioritized pedagogically. Thus, the current study aims at examining how future teachers evaluate the significance of selected SDGs in relation to environmental learning. Applying the paired comparison methodology, the authors gathered data from 129 third- and fourth-year prospective teachers concerning their perceptions of 11 SDGs (SDG 1, 2, 3, 4, 5, 6, 7, 12, 13, 14, and 15). According to the results, SDG 3, SDG 6, and SDG 2 seem to be the most important goals, while SDG 15, SDG 5, and SDG 14 appear less critical. Thus, one may hypothesize about hierarchy within SDGs based on their importance as prerequisites for environmental problems solving. In terms of practical application, this paper offers a definite methodology that instructors can apply to rank and arrange SDGs for teaching purposes, as well as useful tips for curriculum designers and policymakers who seek to develop sustainability education programs.