Is there a place for SDGs in citizenship education that focuses on national identity? Perspectives of social studies teacher candidates in Turkey

Abstract

This research investigates the incorporation of Sustainable Development Goals (SDGs) into civic education (CE) from the viewpoints of Turkish social studies teacher candidates. The relationship between national identity and global citizenship, in light of concerns like as globalization, migration, and environmental catastrophes, requires a redefining of CE. This research employs Q technique to investigate teacher candidates’ objectives and attitudes about the alignment of CE with SDGs, uncovering three diverse perspectives: National Identity, Kemalism, and Ecological-Critical Citizenship. Results underscore the necessity for educational reforms that harmonize national and international frameworks, promote environmental consciousness, and improve teaching methodologies to tackle global issues. Integrating CE with SDGs is crucial for cultivating critical, inclusive, and globally competent educators, which is vital for enhancing Turkey's sustainable development efforts and encouraging global citizenship.