Chemistry Teacher Training Programs in the Context of Sustainable Development Goals: A Comparative Analysis of Türkiye and the Netherlands

Abstract

This study aims to conduct a comparative analysis of chemistry teacher training programs in Türkiye and the Netherlands from the perspective of the United Nations 2030 Sustainable Development Goals (SDGs) within the scope of integrating global sustainability principles into education systems. The curricula of the bachelor’s degree programs in chemistry education at Hacettepe University in Türkiye and Hogeschool Utrecht in the Netherlands are examined in this study based on the social, environmental, and economic dimensions of the SDGs. The findings of the analysis reveal that both higher education institutions have included sustainability goals in their education programs, but the priorities emphasized differ according to institutional and regional dynamics. While the “Quality Education” goal (SDG 4) is a dominant element in the Turkish program, the Dutch program allocates much more space to the themes of “Industry, Innovation and Infrastructure” (SDG 9) and environmental sustainability in addition to SDG 4. It is concluded that while the programs in both countries primarily focus on the social dimension of sustainability, a more balanced and holistic approach is needed to integrate the environmental and economic dimensions into the curriculum for the training of future chemistry teachers. Thus, this study serves as an important indicator of the process of modernizing teacher training curricula in line with the SDGs.