Education for sustainable development in teacher development for inclusive education in Malawi

Abstract

Background: Over the past three decades, there has been significant advocacy for inclusivity in school education. However, research has shown that teachers lack the necessary inclusive pedagogical skills. This problem can be traced back to teacher education. Structural and systemic challenges hinder the ability of teacher education to respond effectively to inclusive education.
Aim: The study examined how inclusive education can be strengthened in teacher education through Education for Sustainable Development (ESD) Change Projects. Education for Sustainable Development is recognised as an empowering framework to support inclusive education. Change Projects are action-oriented initiatives focused on addressing a shared problem for transformative change.
Setting: The research was conducted at a teacher training college in Malawi. This college participated in the Sustainability Starts with Teachers (SST) programme, which aimed to build capacity among teacher-educators to advance ESD in Southern Africa.
Methods: The study was grounded in ESD as a meta-theoretical framework and supported by Vygotsky’s socio-cultural theory, which emphasises social learning – learning becomes more effective through social interactions and with the guidance of more knowledgeable others. A qualitative case study approach was used. Data collection involved interviews and workshops.
Results: Findings indicated that curriculum rigidity and insufficient resources may limit teacher capacity development for inclusive education. Still, participants demonstrated cognitive growth and agency through community mobilisation, leadership initiatives, monitoring processes and entrepreneurial skills development.
Conclusion: The study concluded that ESD through social learning offers a collaborative and transformative space for professional development. This enabled teacher-educators to engage pre-service teachers in critical praxis for inclusive education.
Contribution: This research provides evidence that ESD Change Projects, through social learning, capacitated teacher-educators to overcome barriers to inclusivity. The insights emphasise the importance of ESD for educational change and teacher capacity development in Malawi. These outcomes align with calls for transformative approaches to teacher education across Africa.