ADDRESSING SUSTAINABLE DEVELOPMENT GOAL (SDG): ANALYZING THE TEACHERS’ READINESS ABOUT TRANSFORMATIVE PEDAGOGICAL PRACTICES AT COLLEGE LEVEL

Abstract

In 2015, United Nations has introduced the sustainable development goals (SDGs) and vision 2030 agenda for peaceful, healthy prosperous and egalitarian world.  The goals of SDGs and vision 2030 can be achieved through transformative pedagogy. The aim of the research is to examine how teachers engage students in learning, thinking, research and publishing in research journals to address the transformative pedagogy. 293 college teachers and students participated in the survey. To validate the questionnaire, the experts’ judge the content and then it pilot tested. The reliability of the questionnaire was .78. The chi-square for independent statistical technique applied to analyze the data. The research concludes that college teachers engage students in collaborative learning and critical thinking. Whereas they do not engage students in self-directed learning, creative thinking, projects, case studies and publication in research journals.

Key Words: Sustainable development goals (SDGs), transformative pedagogy, college teachers, self-directed learning, collaborative learning, critical thinking, creative thinking, research projects, case studies & journals.