Teacher training on sustainability is often designed as if every teacher starts in the same place. But some teachers barely know the topic, while others already lead the way. Knowing where teachers really stand is the first step to training that fits.
The researchers asked 931 teachers in Türkiye, from primary through high school and across many subjects, to complete a questionnaire rating themselves in three areas. The first was knowledge, such as knowing the principles of sustainability. The second was values and feelings, such as helping students reflect on their own values. The third was action, such as creating chances for students to act in their local area. The researchers then grouped teachers with similar patterns.
What they found:
- Three distinct groups. "Limited Practitioners" (164 teachers) scored low across the board. "Developmental Practitioners" (443) scored in the middle on knowledge and values but were weaker at putting them into practice. "Leading Practitioners" (324) scored high in nearly every area.
- Strengths differed by area. Knowledge was the area with the most low scorers. Classroom action had the fewest high scorers. Values and feelings were spread most evenly.
- Experience mattered. Teachers with 10 years or less were more common in the limited group. Teachers with 11 to 15 years were more common in the middle group. Teachers with 16 or more years were much more common among the leaders.
- Subject mattered a little. Language teachers were less likely than expected to be leaders. The researchers suggest this is because their subjects have fewer obvious links to sustainability.
What this means for your practice:
Find out where people are before you plan. The study shows teachers fall into clear groups. If you design training, learn about participants' knowledge, values and current practice first, then plan for the range you find.
Offer different tracks. The researchers recommend matching training to each group:
- Teachers new to the topic need a beginner's start: what sustainability means and simple ways to adapt lessons.
- Teachers in the middle need practice in their own schools.
- Strong teachers can take on roles as mentors, network leaders and trainers of others.
Close the gap between knowing and doing. For the largest group, the problem is action, not awareness. The researchers suggest action research: teachers try something with their class, reflect, adjust and try again.
Don't assume new teachers are prepared. Early-career teachers were most often in the limited group. Basic content may still be needed, even right after teacher preparation.
Give subject-specific examples. The researchers recommend sample lesson plans and activities linked to each subject. For language teachers, this could mean choosing reading texts, themes and discussion topics with a sustainability focus.
Make time to plan across subjects. The researchers recommend joint planning time so teachers in different subjects can build sustainability lessons together.
The Bottom Line
The researchers surveyed 931 primary, middle and high school teachers in Türkiye and grouped them by their scores. They found three groups. About one in six were "Limited Practitioners," low in knowledge, values and classroom action. Nearly half were "Developmental Practitioners," who had moderate knowledge and values but struggled to turn them into action in class. About one in three were "Leading Practitioners," strong in all three areas. Newer teachers were more often in the limited group, and teachers with 16 or more years were more often leaders. Language teachers were less likely to be leaders. For anyone planning teacher training, the study shows that one-size-fits-all programs will miss most teachers. The biggest group especially needs help moving from good intentions to classroom action.