Oryginalny artykuł naukowy
Kwartalnik Pedagogiczny

Edukacja globalna i dla zrównoważonego rozwoju w kształceniu nauczycielskim w Polsce

2025, 70, Numer 4

Magdalena Kuleta-Hulboj

orcid.org/0000-0001-9774-1291

DOI

10.31338/2657-6007.kp.2025-4.2

Data publikacji

20.12.2025

Model publikowania

hybrydowy

Rodzaj licencji

CC BY 4.0 Int.

Dziedzina

Dziedzina nauk społecznych

Dyscyplina

pedagogika

Klasyfikacja

-

Język publikacji

Polski

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Artykuł

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Abstrakt

This article aims to examine the inclusion of Global Education (GE) and Education for Sustainable Development (ESD) into pre-service subject teacher education at two Polish universities: the University of Silesia and Maria Curie-Skłodowska University. The research questions address how GE/ESD are incorporated into teacher education, how participants perceive their value, what strategies they employ, what motivates them, and finally - what factors they identify as facilitating or hindering GE/ESD inclusion. Employing a multiple-case study design, I conducted semi‐structured individual interviews with academic staff and analysed relevant institutional documents. Template analysis guided the interpretation of the data. Findings reveal that, although ESD (rather than GE) has gained greater visibility in teacher education, most initiatives are driven by committed individuals rather than embedded in university-wide policy or practice, raising concerns about their sustainability. Enabling factors include the presence of motivated individuals, internal and external collaboration, leadership openness, and the university’s autonomy. Conversely, barriers encompass the lack of a comprehensive GE/ESD implementation strategy, excessive workloads and associated burnout risk among academic staff - intensified by pressure to prioritise research and publication over teaching and by limited interest and indifference toward GE/ESD across the academic community.

Słowa kluczowe:

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