Evaluation of an educational intervention programme on education for sustainable development in the physical education teacher training

The main objective was to analyse improvements in physical education (PE) teachers’ teaching self-efficacy and sustainability consciousness after participating in an intervention programme. An empirical-analytical, quasi-experimental design with pre- and post-intervention measures was used. The sample consisted of 55 participants (47.27% female; 22.21 ± 4.02 years). The instruments were the Teachers Self-Efficacy Scale for SDE and the Sustainability Consciousness Questionnaire. Results showed significant increases in teaching self-efficacy across four dimensions: values, systems thinking, emotions and actions. Systems thinking showed the greatest improvement (M = 4.46 to M = 5.36, p < 0.05, d = 0.88). Regarding sustainability consciousness, the economic dimension showed the highest post-intervention growth (from M = 4.05 to M = 4.30, p < 0.05, d = 0.56), while the social dimension demonstrated the smallest improvement despite the highest pre-intervention scores (M = 4.51). Overall, the programme impacted the studied variables, supporting the need for interventions in the PE teacher training.