The aim of this paper is to explore the effects of globalization on education in developing countries and how the teachers at some higher education institutions in the Southwest region of Cameroon understand education for sustainable development and what challenges they face with the implementation of education for sustainable development in the teacher education curriculum.

Design/methodology/approach

The methods employed included documentary analysis, interviews and observation.

Using a multi case study design, data from semi-structure interviews and observations with teachers in the classroom and a sample of school leaders were collected and analyzed. The study adopted a qualitative content analysis to analyze data from interviews and observations.

Findings

The study shows that with the impact of globalization there is no systematic and focused preparation of secondary school teachers for education for sustainable development in the teacher training programmes. The findings also indicate that teachers were positive toward the inclusion of education for sustainable development into the teacher training curriculum. Some challenges for mainstreaming, implementation and broadening of ESD across the curriculum were identified. It also emphasized the need to integrate education for sustainable development across the curriculum and professional development for teachers in the implementation of ESD.  

Research limitations/implications

The research is limited by its focus on the programme-based implementation of education for sustainable development in teacher training institutions, which did not include any course-based implementation by individual teachers.

Practical implications

Given the effects of globalization, challenges and obstacles for implementing ESD and in order to address the issues, the study argue for joint leadership across the relevant institutional levels (government, university/teacher training colleges and other stake holders), and for the integration of sustainable development throughout the curriculum, rather than being taught as a separate subject.

Originality/value

The study provides empirical evidence for some of the major challenges teacher trainers face for implementing education for sustainable development in teacher training institutions in Cameroon.