Abstract
Pedagogical matters and practices related to sustainable development are playing a key role in higher education, but many universities do not yet cater for interdisciplinary and integrative approaches, which can help students to approach sustainability issues in a transformative and constructive way. In order to challenge dominant epistemologies and discourses and to unsettle current ways of thinking about, and acting in relation to, the sustainable development goals (SDGs). There is the need for higher education to be interdisciplinary and for pedagogical practices to work to build capacities in students for critical and reflective thinking. Therefore, substantive changes are required in both curricula and pedagogical practices in universities. In support of this pedagogical practices research, we will integrate three dimensions of education for sustainable development (ESD, environmental, social and economic) with five steps of public policy process that will specifically designed to develop critical and reflective thinkers. 22 students participated in courses and field studies, and implemented courses once a week for 3 hours each time for a period of 18 weeks. From the research analysis, it can be argued that in the five aspects of teaching effectiveness: "teacher's teaching method", "classroom content", "satisfaction with class content and teaching materials", "classroom teaching effectiveness and satisfaction", and "student learning experience" are superior to other teaching practice courses. It can be suggested that teachers can integrate public policy and sustainable development education theories into teaching modules in the future when drafting sustainable development education and other related courses, so as to improve teaching effectiveness.