Abstract: This research assesses the efficacy of teacher training programs for the incorporation of the 17 Sustainable Development Goals (SDGs) in the curriculum of Greek secondary schools based on its effects on the curriculum, teachers’ confidence, and students’ motivation, as well as barriers encountered by teachers. This study employed a cross-sectional survey involving 344 teachers in secondary schools in Greece and used structured questionnaires. The collected data were analyzed using descriptive statistics and inferential statistics such as regression analysis to test the hypotheses concerning the training quality, the training frequency and teacher confidence, and the institutional support in implementation of the SDGs outcomes. Teacher training programs proved to be very effective as they improved the confidence levels of teachers to practice and incorporate elements of the SDGs into lesson delivery while increasing student participation and critical thinking. However, barriers such as restrictive re-sources, inadequate administrative counterparts, outdated curriculum, and underutilization of Information Communication Technology can hinder effective implementation. The aforementioned analysis revealed that better and more regular training and support from an institution are potential means of success. It is argued that teacher training is key to enhancing Education for Sustainable Development (ESD) in Greek secondary schools. Overcoming the system’s limitations and coordinating the efforts of various stakeholders are essential for the SDGs’ attainment by 2026. Decision makers should deploy more resources to train teachers, recalibrate the curriculum and engage in continuous learning to amplify the effectiveness and sustainability of teachers’ training.

Keywords: SDGs, professional development, education for sustainable development, Greek secondary schools, students, teacher self-efficacy, institutional support, SDGs implementation

Pages: 823-846