Abstract:

The contribution presents the findings of a study exploring the connection between sustainable development goals and the primary school physics curriculum, based on the experiences of 16 future physics teachers enrolled in the first year of the double major teacher training program for the academic year 2024/25. Data were collected using a paper-and-pencil questionnaire focused on the curriculum content topics of space and light, as well as students’ descriptions of their experiences with sustainability within these topics during physics lessons. The results show that there are few direct connections between the content topics and the sustainable development goals. For example, topics on space raise students’ awareness of the importance of preserving our planet as a living environment and of the interconnectedness between humans and the natural world. Topics on light highlight light pollution, which is highly significant from a sustainability perspective, as it negatively affects natural ecosystems, human health, and the nighttime environment. In the content topic of light, students provided numerous examples. Their responses indicated sustainable use of natural resources, responsible energy consumption, awareness of light pollution, and the environmental impact of technologies. The results indicate that greater attention should be paid to applying this knowledge in the broader context of sustainable development. Students’ reflections revealed a lack of concrete examples and practical applications of sustainable development goals. The findings highlight the need for a more interdisciplinary approach and for the inclusion of practical examples that would enhance understanding of sustainable solutions in the context of light and space topics.

Keywords:

Sustainable Development Goals, Light, Space, Primary School Physics, Student Experiences, Future Physics Teachers.