Education Sciences
Embedding Sustainability in Teacher Education: A Comparative Analysis of Policy Frameworks in Hungary, Finland, and Poland
Education for Sustainable Development (ESD) has become a central priority in international education policy, increasing expectations for teacher education systems to prepare future teachers for sustainability challenges. This study examines how sustainability, the Sustainable Development Goals (SDGs), and higher-order cognitive expectations are embedded within teacher education policy frameworks in Hungary, Finland, and Poland. Using qualitative document analysis supported by MAXQDA, national policy documents, teac …