Sustainable Education and Digital Transformation
From pedagogical content knowledge to education for sustainable development: How pre-service physics teachers justify laboratory waste decisions during teaching practice
Makomosela Qhobela 1, Mamohato Makhechane 1, Tom Ssendija 1
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1 Department of Science Education, National University of Lesotho, Lesotho
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ARTICLE INFO

Sustainable Education and Digital Transformation, Online First, Article No: e29923
https://doi.org/10.33902/SEDT.202629923

Article Type: Research Article

Published Online: 12 Mar 2026

Views: 27 | Downloads: 23

ABSTRACT
Developing pedagogical content knowledge is central to pre-service teacher preparation because it supports professional decision-making during planning and classroom enactment. In science education, such decisions can also carry environmental implications, particularly when practical work generates laboratory waste. Guided by pedagogical content knowledge as the theoretical lens, this qualitative study examined the knowledge bases that informed pre-service physics teachers’ justifications for selecting laboratory waste management methods during teaching practice. This study aimed to identify the knowledge bases that inform pre-service physics teachers’ justifications for selecting laboratory waste management methods during teaching practice. Participants were 22 final-year Bachelor of Science with Education pre-service teachers who had completed a 10-week teaching practice. Data were collected through an open-ended questionnaire, audio-recorded group discussions, and follow-up interviews conducted to clarify emerging interpretations. Data were analysed using thematic analysis and discourse analysis to identify recurring themes and examine how participants constructed and justified their decisions. Findings indicate that pre-service teachers primarily drew on subject matter knowledge and knowledge of school context (including available resources and local practices) when managing laboratory waste. The study argues for strengthening teacher education by integrating pedagogical content knowledge -informed decision-making with environmental education/Education for Sustainable Development, enabling pre-service teachers to enact safer and more environmentally responsible laboratory practices in schools.
KEYWORDS
education for sustainable development environmental education laboratory waste management pedagogical content knowledge pre-service physics teachers sustainable science education teaching practice
In-text citation: (Qhobela et al., 2026)
Reference: Qhobela, M., Makhechane, M., & Ssendija, T. (2026). From pedagogical content knowledge to education for sustainable development: How pre-service physics teachers justify laboratory waste decisions during teaching practice. Sustainable Education and Digital Transformation. https://doi.org/10.33902/SEDT.202629923
In-text citation: (1), (2), (3), etc.
Reference: Qhobela M, Makhechane M, Ssendija T. From pedagogical content knowledge to education for sustainable development: How pre-service physics teachers justify laboratory waste decisions during teaching practice. Sustainable Education and Digital Transformation. 2026. https://doi.org/10.33902/SEDT.202629923
In-text citation: (1), (2), (3), etc.
Reference: Qhobela M, Makhechane M, Ssendija T. From pedagogical content knowledge to education for sustainable development: How pre-service physics teachers justify laboratory waste decisions during teaching practice. Sustainable Education and Digital Transformation. 2026. https://doi.org/10.33902/SEDT.202629923
In-text citation: (Qhobela et al., 2026)
Reference: Qhobela, Makomosela, Mamohato Makhechane, and Tom Ssendija. "From pedagogical content knowledge to education for sustainable development: How pre-service physics teachers justify laboratory waste decisions during teaching practice". Sustainable Education and Digital Transformation (2026). https://doi.org/10.33902/SEDT.202629923
In-text citation: (Qhobela et al., 2026)
Reference: Qhobela, M., Makhechane, M., and Ssendija, T. (2026). From pedagogical content knowledge to education for sustainable development: How pre-service physics teachers justify laboratory waste decisions during teaching practice. Sustainable Education and Digital Transformation. https://doi.org/10.33902/SEDT.202629923
In-text citation: (Qhobela et al., 2026)
Reference: Qhobela, Makomosela et al. "From pedagogical content knowledge to education for sustainable development: How pre-service physics teachers justify laboratory waste decisions during teaching practice". Sustainable Education and Digital Transformation, 2026. https://doi.org/10.33902/SEDT.202629923
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