Despite its rich biodiversity, India faces severe environmental challenges due to human activities prioritising immediate gratification over long-term sustainability. Recognising the power of education to address environmental crises, Environmental Education (EE) emerged as a field of study to foster environmental consciousness. Hence, equipping teachers with the knowledge, skills and attitudes to effectively integrate environmental education into their pedagogy is crucial for cultivating sustainable behaviour in students. However, research indicated a significant gap in teacher preparedness to effectively address environmental issues, leaving them ill-equipped to implement related activities and tasks in their classrooms. Using qualitative content analysis, the EE-related courses were analysed to study their status, orientation and responsiveness within three pre-service teacher education programmes. The results of the study showed that most environment-related courses are not compulsory and largely have an anthropocentric orientation with a limited socio-scientific approach. The courses are required to be made responsive toward the contemporary issues and concerns related to Education for Sustainable Development.

Countries globally are working towards the Sustainable Development Goals 2030. Goal 4 affirms all students’ right to a quality inclusive education. Yet achieving quality inclusive education continues to challenge education providers without reference to economic riches or location on the globe. This exploratory study examines the professional views of 20 teachers about the state of inclusive education in Pakistan with specific reference to learners with cerebral palsy. Using focus groups interviews, we systematically examined the data and identified two key themes: learning together for all and learning environment. In exploring these themes, tensions appeared between what was posed theoretically as inclusive education and the reality of implementation. Some of these tensions result from contextual factors, while others emerge through viewing inclusive education involving a transformation of culture and practice.