IMPLEMENTATION OF EDUCATION FOR SUSTAINABLE DEVELOPMENT IN PHYSICAL EDUCATION IN HUNGARY: TEACHERS’ SELF-REPORTED PROFESSIONAL ACTION COMPETENCE

Abstract

Aim: The purpose of the study is to explore the factors that shape and influence teachers’ self-perceived professional action competence in implementing education for sustainable development in the context of physical education in Hungary. It is aimed to particularly focus on how this may be related to teachers’ demographic background, as well as self-reported sustainability consciousness and self-reported integration of sustainability perspectives into their teaching practice. Theory: This study is guided by the Professional Action Competence framework, which integrates action – understood as intentional, change-oriented behaviour – with the competence needed to enact it in professional contexts. The study adopts a framework conceptualised through three key dimensions: self-efficacy, perceived pedagogical content knowledge, and willingness (Sass et al., 2022). The theory provides an analytical lens for examining how teachers’ capabilities and motivation to implement education for sustainable development is shaped. Method: This quantitative study employed a cross-sectional survey design to examine teachers’ self-reported sustainability consciousness, self-perceived professional action competence and their self-assessment of the alignment of their physical education lessons with sustainable development themes. Data were collected via an online questionnaire comprising the Physical Education for Sustainable Development, the short version of the Sustainability Consciousness, and the Professional Action Competence in Education for Sustainable Development questionnaires. Results: The results indicate that self-reported Sustainability Behaviours might collectively shape all dimensions of one’s self-perceived professional action competence in ESD in physical education. This suggests that teachers’ personal or professional experiences may develop stronger beliefs in their capabilities to integrate sustainability in their PE lessons. Furthermore, the strong association between self-efficacy and perceived pedagogical content knowledge suggests that a teacher who feels more confident in their ability to implement ESD in physical education is more likely to also perceive themselves as more capable to do so. The results also support previous findings that self-efficacy, pedagogical knowledge, and willingness are interdependent. Regarding demographic factors, the smallest differences in professional action competence scores can be observed between gender groups. the most substantial variation in professional action competence scores can be found across different institute types and settlement types.