Pre-service Teachers’ Perceived Importance of and Performance on Sustainable Development Goals.

This study aimed to examine the awareness and performance of pre-service teachers in Taiwan regarding the Sustainable Development Goals (SDGs). A mixed-methods research approach was employed, utilizing a questionnaire survey to obtain quantitative data on pre-service teachers’ perceived importance of and performance on SDGs. Qualitative data were supplemented through interviews with professors and pre-service teachers at a university that incorporated SDGs into its preservice teacher education courses. The findings revealed that pre-service teachers perform best in ‘‘Quality Education’’ and ‘‘Gender Equality.’’ Men with STEM(Science, Technology, Engineering, Mathematics) fields demonstrated higher levels of awareness of sustainable development, and pre-service teachers majoring in STEM fields outperformed those in non-STEM fields in SDGs performance. Pre-service teachers identified ‘‘Good Health & Well-being,’’ ‘‘Life below Water,’’ and ‘‘Life on Land’’ as the indicators in most urgent need of improvement. Integrating the SDGs into teacher education programs can assist pre-service teachers in enhancing their awareness and performance regarding various SDG indicators.