Integrating Perspectives from Education for Sustainable Development to Foster Plant Awareness among Trainee Science Teachers: A Mixed Methods Study

This mixed-method study aimed to investigate the efficacy of an intervention unit that integrates perspectives from Education for Sustainable Development (ESD) foster plant awareness, within context botanical lessons trainee science teachers. Third-year undergraduate students (n = 91) studying become lower secondary school (grade 7–9) teachers a public university in East Java, Indonesia, participated this study. Data were collected through self-reported questionnaire, reflective journal entries, and focus group interviews. The findings revealed statistically significant increase participants’ attention attitude towards plants, relative interest self-efficacy teaching plant-related topics. triangulation analysis results journals interviews demonstrated transformative learning, experiences, perceptions, learning evolved throughout unit, leading their more comprehensive understanding issues connection broader sustainability concerns. These imply integration ESD into education positively affects awareness. Future research could further long-term impact integrating on teacher training programs.