Bridging the Gap: Advancing Teachers’ Awareness of the Sustainable Development Goals (SDGs) and Education for Sustainable Development (ESD) in Liberia

Abstract

Background:
The United Nations Sustainable Development Goals (SDGs) and Education for Sustainable Development (ESD) provides a global framework for fostering knowledge, skills, values, and actions that promote sustainability. Teachers play a pivotal role in implementing these frameworks. However, awareness and integration of SDGs and ESD among Liberian teachers remain unexplored.
Aim
This study assessed levels of awareness, integration, perceived barriers, and support needs related to the SDGs and ESD among teachers in Liberia.
Methods
A cross-sectional online survey was conducted among 102 teachers in Liberia from September 22 to November 1, 2025. The structured questionnaire included demographics, awareness of SDGs and ESD, integration practices, barriers, and training needs. Descriptive statistics were used for analysis.
Results
Most respondents had heard of the SDGs, but fewer were familiar with ESD. Confidence in explaining ESD concepts was low. While some teachers integrated SDG-related themes into lessons, barriers such as lack of training, teaching resources/materials, support from school leadership, and curriculum overload were commonly reported. Teachers overwhelmingly expressed willingness to receive training and identified workshops/continuous professional development, teaching materials, practical teaching guides/lesson plans, in-school coaching/mentoring, and peer collaboration as essential supports.
Limitations
The online method excluded teachers without internet access, especially in rural areas. Self-reports may be subject to bias.
Conclusions
Liberian teachers demonstrate an emerging awareness of the SDGs but a limited understanding of ESD. Systematic professional development and institutional support are critical to bridging the gap between awareness and practice.