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Cultural Management: Science and Education (CMSE)
ISSN: 2512-6962
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Ways of Integrating the Ideas of Sustainable Development into Pedagogical Educational ProgramsMeilihan Altybaeva, Kaukhar Sooronbaeva, Akylay Dzhumabaeva, Jasmina Misiralieva, Jamilakan ToktomambetovaCultural Management: Science and Education 10 No. 1 (2026)https://doi.org/10.30819/cmse.10-1.06 pp: 105-118 2026-06-23 |
Stichworte/keywords: Sustainable development, teacher education, education for sustainable development, pedagogical programmes, Kyrgyzstan, curriculum development
Altybaeva, M., & Sooronbaeva, K., & Dzhumabaeva, A., & Misiralieva, J., & Toktomambetova, J. (2026). Ways of Integrating the Ideas of Sustainable Development into Pedagogical Educational Programs. Cultural Management: Science and Education, 10 (1), 105-118. doi:10.30819/cmse.10-1.06
@article{Altybaeva_2026,
doi = {10.30819/cmse.10-1.06},
url = {https://doi.org/10.30819/cmse.10-1.06},
year = 2026,
publisher = {Logos Verlag Berlin},
volume = {10},
number = {1},
pages = {105-118},
author = {Meilihan Altybaeva, Kaukhar Sooronbaeva, Akylay Dzhumabaeva, Jasmina Misiralieva, Jamilakan Toktomambetova},
title = {Ways of Integrating the Ideas of Sustainable Development into Pedagogical Educational Programs},
journal = {Cultural Management: Science and Education}
}
url = {https://doi.org/10.30819/cmse.10-1.06},
year = 2026,
publisher = {Logos Verlag Berlin},
volume = {10},
number = {1},
pages = {105-118},
author = {Meilihan Altybaeva, Kaukhar Sooronbaeva, Akylay Dzhumabaeva, Jasmina Misiralieva, Jamilakan Toktomambetova},
title = {Ways of Integrating the Ideas of Sustainable Development into Pedagogical Educational Programs},
journal = {Cultural Management: Science and Education}
Abstract
The study aimed to determine the extent of ESD integration into pedagogical education programmes in Kyrgyzstan and to formulate recommendations for their further development. The study was based on a comparative analysis of pedagogical programmes, questionnaires completed by teachers and students, quantitative analysis of survey responses, and SWOT analysis. The results showed that sustainabilityrelated content is unevenly represented in pedagogical curricula: 30% of respondents reported their full inclusion, 50% reported partial inclusion, and 20% indicated that these issues were absent. Respondents also demonstrated strong interest in additional training and supported project-based learning, interdisciplinary approaches, and cooperation with practitioners and experts. The study recommends strengthening curriculum content, expanding teacher training, and introducing practice-oriented methods for sustainability-oriented teacher education. Its significance lies in supporting the improvement of pedagogical education in Kyrgyzstan by preparing future teachers to promote environmental awareness, social responsibility, and sustainable development values.
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