Examining the role of Education for Sustainable Development (ESD) in strengthening inclusive education in teacher education: A Vygotskian analysis of change projects from Malawi and Eswatini

Abstract

Inclusive education has a transformative agenda that challenges education systems to accommodate gender and
social class as well as diverse needs that include disability. Despite being emphasised in schools, its application
in teacher education has been limited. This gap indicates that while inclusive education is prioritised in schools,
teachers may lack pedagogical competencies that have not been allowed for in their training. At the same time,
Education for Sustainable Development (ESD) has been recognised for its potential to transform education
systems given its orientation towards collaborative learning, whole institution approaches, and respect for
diversity. In this study, drawing on experiences from UNESCO’s Sustainability Starts with Teachers (SST)
programme, I examined the role of ESD in strengthening inclusive education in teacher education. The SST
programme encouraged teacher educators in southern Africa to champion ESD practices while focusing on their
contextual issues such as inclusivity. Focusing on two Change Projects from Malawi and Eswatini I used
Vygotsky’s sociocultural learning theory to explore opportunities for inclusivity that emerged from the SST
programme. This examination led to strategies for maximising these opportunities in educational institutions and
broader national contexts. Methodologically, this study involved interviews and workshops in the two selected
Change Projects. The findings suggest that enrolling future teachers with disabilities in teacher education is
essential for exemplifying an inclusive educational trajectory in schools. The Change Projects enabled teacher
educators to work with ESD practices in developing inclusivity proficiencies in future teachers and ongoing
efforts are needed to strengthen inclusive education in teacher education through ESD.