<\/p>\n
Nino Gvaramadze<\/strong><\/p>\n PhD in pedagogy, Associate Professor, European University<\/p>\n nino.gvaramadze@eu.edu.ge<\/a><\/p>\n \u00a0<\/strong><\/p>\n Abstract<\/strong><\/p>\n <\/p>\n Paper explores the perspectives of students enrolled in a one-year teacher education program regarding the interconnection between the Sustainable Development Goals (SDGs) and citizenship education. It examines the challenges and contradictions they encounter in developing an integrated understanding of these domains and considers the prospects for strengthening their synthesis.<\/p>\n In today\u2019s context, where global challenges\u2014such as climate change, social inequality, and the crisis of democratic institutions\u2014are intensifying, understanding the interplay between citizenship and sustainable development acquires particular importance. Teachers play a decisive role in this process, as they contribute to shaping new generations of responsible citizens. Therefore, it is essential to study how future teachers of citizenship education perceive the relationship between citizenship and the SDGs.<\/p>\n The study employs a qualitative research methodology, with data collected through semi-structured interviews and focus group discussions. This approach made it possible to identify both common trends and individual perspectives. The participants were 28 students from the citizenship track of the teacher education program at European University, representing two cohorts (2023\u20132024 and 2024\u20132025). Among them, eight had some prior teaching experience before entering the program.<\/p>\n The research revealed diverse views among students on the interaction between citizenship and sustainable development. A general trend emerged: future teachers recognize the importance of integrating sustainable development into citizenship education, yet they struggle to see the relevance of citizenship education in achieving the SDGs. These findings are significant for improving teacher education curricula as well as professional development programs for in-service teachers.<\/p>\n The study shows that future teachers tend to underestimate their role in achieving the SDGs, highlighting the need for stronger support during both pre-service preparation and professional development. Based on the findings, recommendations have been formulated for teacher education programs to strengthen students\u2019 understanding of the interconnection between citizenship and sustainable development.<\/p>\n Keywords<\/strong> Citizenship, Education, Sustainable Development, University, Teacher<\/p>\n JEL:<\/strong> \u00a0\u00a0I21; I28; Q01<\/p>\n DOI: <\/strong>10.52244\/c2025.41<\/p>\n The article is in Georgian.<\/strong><\/p>\n References<\/strong><\/p>\n Bliadze M., Global Sustainable Development Goals, Tbilisi 2022 https:\/\/educationhouse.ge\/open_news\/1139<\/a><\/p>\n Koskela T., Karkkainen S. Student Teachers\u00ed Change Agency in Education for Sustainable Development (2021). Journal of Teacher Education for Sustainability<\/em>, Volume 23(1), 84-98 https:\/\/www.researchgate.net\/publication\/353327658_Student_Teachers’_Change_Agency_in_Education_for_Sustainable_Development<\/a><\/p>\n Competencies for Democratic Culture Living together as equals in culturally diverse democratic societies, Council of Europe 2016 https:\/\/www.coe.int\/en\/web\/reference-framework-of-competences-for-democratic-culture\/model<\/a><\/p>\n