Scientific Association of Waste Management Human Ecology 3041-9255 4 13 2026 01 21 Analyzing the Challenges of Implementing Sustainable Development Education in Middle School Science: A Study Focusing on Teachers' Obstacles Analyzing the Challenges of Implementing Sustainable Development Education in Middle School Science: A Study Focusing on Teachers' Obstacles 1768 1794 235910 10.22034/he.2025.550795.1148 FA Amir Satari Rad Senior Environmental Expert, Land Evaluation Department, Faculty of Environment, Karaj, Iran 0000-0003-2407-8139 Alireza Panahi Master of Science in Biochemistry, Teacher of Chemistry, Department of Education and Training, Alborz Province, District 4, Karaj .Iran Rasoul Zolfi Master of Science in Biology., Teacher of Biology, Department of Education and Training, Alborz Province, District 4, Karaj, Iran 0000-0002-8389-9255 Mohammadreza Tajik Civil Engineer, expert. Teacher of Physics,. Department of Education and Training, Shahriar., Tehran Province,.Iran Journal Article 2025 10 08 Given the increasing global challenges such as climate change, depletion of natural resources, environmental pollution, and socio-economic inequalities, attention to sustainable development education as a key tool for cultivating informed and responsible citizens has become increasingly important. The present study, using an analytical-descriptive approach and a systematic literature review, examines the challenges and opportunities of sustainable development education in the science curriculum of junior high school, emphasizing the role of teachers. The results of previous studies show that although some environmental components have been considered in science textbooks, the social and economic dimensions of sustainable development are still weak and there is no comprehensive and integrated approach to cover all dimensions of sustainability. This situation shows that science education in its current form does not have sufficient capacity to prepare students to play an active role in achieving sustainable development goals. Accordingly, the present study emphasizes the need to review the content of science textbooks and more seriously integrate sustainable development components. On the other hand, the role of teachers in implementing sustainability-related education is very crucial, because the quality of teaching, teachers' attitudes, and their ability to make connections between scientific concepts and environmental and social issues have a direct impact on students' learning. On the other hand, the results of the studies indicate several challenges for teachers in implementing these educations, which are, respectively, the importance of educational and curricular contents, resource limitations, perspectives and beliefs, conceptual, cultural, and environmental complexity, and finally political and organizational support. These findings indicate that education for sustainable development requires a comprehensive transformation in curriculum content, educational policies, and teacher empowerment. Ultimately, reviewing the educational content of experimental sciences and providing a supportive environment for teachers can be an important step towards educating a future generation that is aware, responsible, and capable in achieving the goals of sustainable development. Given the increasing global challenges such as climate change, depletion of natural resources, environmental pollution, and socio-economic inequalities, attention to sustainable development education as a key tool for cultivating informed and responsible citizens has become increasingly important. The present study, using an analytical-descriptive approach and a systematic literature review, examines the challenges and opportunities of sustainable development education in the science curriculum of junior high school, emphasizing the role of teachers. The results of previous studies show that although some environmental components have been considered in science textbooks, the social and economic dimensions of sustainable development are still weak and there is no comprehensive and integrated approach to cover all dimensions of sustainability. This situation shows that science education in its current form does not have sufficient capacity to prepare students to play an active role in achieving sustainable development goals. Accordingly, the present study emphasizes the need to review the content of science textbooks and more seriously integrate sustainable development components. On the other hand, the role of teachers in implementing sustainability-related education is very crucial, because the quality of teaching, teachers' attitudes, and their ability to make connections between scientific concepts and environmental and social issues have a direct impact on students' learning. On the other hand, the results of the studies indicate several challenges for teachers in implementing these educations, which are, respectively, the importance of educational and curricular contents, resource limitations, perspectives and beliefs, conceptual, cultural, and environmental complexity, and finally political and organizational support. These findings indicate that education for sustainable development requires a comprehensive transformation in curriculum content, educational policies, and teacher empowerment. Ultimately, reviewing the educational content of experimental sciences and providing a supportive environment for teachers can be an important step towards educating a future generation that is aware, responsible, and capable in achieving the goals of sustainable development. https://www.landscapeecologyjournals.ir/article_235910_4b3742f638fa6b83827112125b9d1201.pdf