The purpose of this project is to promote a sustainable future for the entire globe by using technology education (TE) at the second level in India. In this study, teaching for sustainability in TE is examined from the perspectives of current and aspiring instructors. These subjects, which cover things like product design, material consumption, and product lifespan assessments, to name a few, are excellent candidates to encourage social change that moves us closer to a sustainable future. To examine the sustainability teaching in Second Level TE, it is critical to consider instructors' theoretical concepts of sustainability (perception) and also their preparation of students for it (practice). To do this, instructors and student instructors with prior teaching experience in Irish Second Level TE were given access to an online survey. The survey's goal was to find out more about the perceptions of sustainability among teachers and how they are integrating it into their curricula. The 140 respondents' responses to the poll indicate that the professional as a whole consistently comprehends the concept of sustainability. The data indicate that 83.4 percent of teachers in TE courses are including sustainability in their lessons. However, the prevalence varies significantly among the educators who were questioned. The findings indicate that 95.34 percent of the participants comprehend the value and benefits of incorporating sustainability into their instruction. Although most participants acknowledged these benefits, they also spoke of the various limitations and challenges that preclude the practical learning of sustainability. Our findings point to the need for further sustainability incorporation into TE given the subjects' potential to impact social shift in direction of an inclusive sustainable future.
Key words: Sustainable development, sustainability education, Technology education, perception, evaluations
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