Embedding Sustainable Development Goals in Teacher Preparation: A Phenomenological Study of Quality Education in Indian Primary Teacher Training Colleges
Journal
Ianna Journal of Interdisciplinary Studies
ISSN
2735-9883
Publisher
University of Nigeria Department of Mass Communication
Date Issued
2026
Author(s)
Singh, Rashmi
Tripathi, Saumya
Type
text::journal::journal article
Abstract
Abstract Background: The Indian education sector is undergoing rapid transformation as institutions navigate the complexities of funding, accreditation, and national recognition. Primary Teacher Training Colleges (PTTCs) play a pivotal role in advancing national commitments to the Sustainable Development Goals (SDGs), particularly SDG 4, which emphasises inclusive, equitable, and high-quality teacher training. Objective: This study explores how tutors conceptualise and interpret quality education within the context of Indian PTTCs. It seeks to understand the alignment between institutional practices and the broader SDG framework. Methodology: Utilising a phenomenological research design, the study captured the lived experiences of tutors across various colleges. Data were collected through semi-structured interviews and subjected to thematic analysis to identify core interpretations of educational quality. Results: The findings reveal that tutors perceive educational quality as a multidimensional construct comprising interdependent elements. Key themes emerged regarding the necessity of ontinuous professional development and pedagogical innovation, directly supporting SDG 4.7 (teacher competency) and SDG 8 (professional capacity building). Conclusion: The results demonstrate significant alignment with the National Education Policy (NEP) 2020, which advocates for interdisciplinary training and institutional fortification. These reforms are essential for achieving the targets set out in SDG 4 and SDG 16 regarding effective institutional management. Unique Contribution: This research provides critical insights into the conceptualisation of quality within pre-service teacher education in India. It maps institutional practices against specific SDG targets, including equitable access, effective learning environments, and lifelong learning for educators. Key Recommendation: PTTCs should adopt a multifaceted quality framework that balances quantitative academic metrics with qualitative measures, such as tutor engagement and institutional climate. Aligning internal quality assurance processes with NEP 2020 priorities is necessary to ensure the sustainable development of teacher education in India. ©The authors © University of Nigeria Department of Mass Communication.
License
Acceso Abierto
How to cite
Rajesh R. et al. (2026). Embedding Sustainable Development Goals in Teacher Preparation: A Phenomenological Study of Quality Education in Indian Primary Teacher Training Colleges. Zenodo. https://doi.org/10.5281/ZENODO.20229480