INTEGRATING THE SUSTAINABLE DEVELOPMENT GOALS INTO ARTS EDUCATORS’ PRACTICE: FROM ATTITUDES TO IMPLEMENTATION

Abstract

The integration of the United Nations Sustainable Development Goals (SDGs) into education has become a global priority, yet empirical research on their implementation within arts education remains scarce. While both international and Lithuanian policy documents emphasize the role of culture and the arts in promoting sustainable development, less is known about how arts educators perceive and apply SDG-related themes in their daily practice. This study addresses this gap by examining the attitudes, practices, and perceived competences of arts educators, drawing on a quantitative survey of 164 respondents representing music, visual arts, and other artistic disciplines.

The theoretical framework highlights the intersection of sustainable development, cultural policy, and art education. Global strategies such as the European Green Deal and UNESCO’s Framework for Culture and Arts Education underscore the transformative potential of artistic practices for sustainability, while Lithuanian national documents emphasize the integration of sustainability competences across educational sectors. Pedagogical paradigms such as ecopedagogy, art-based environmental education, and the STREAM/STEAM concept provide a rationale for linking creative practices with ecological, social, and ethical dimensions of sustainability.

Empirical findings reveal that sustainable development themes are integrated across artistic fields, though with varying emphases. The most frequently cited goals were SDG 3 (Good Health and Well-being), SDG 12 (Responsible Consumption and Production), SDG 4 (Quality Education), SDG 16 (Peace, Justice, and Strong Institutions), and SDG 6 (Clean Water and Sanitation). Music educators tend to associate their practice with health, well-being, and social engagement, reflecting the affective and community-building nature of music. Visual arts and ceramics educators emphasize ecological awareness, responsible use of materials, and environmental concerns, while educators in other fields such as theatre, dance, and media arts combine both approaches through interdisciplinary projects.

When asked about artistic means used to integrate sustainability themes, educators most frequently mentioned movement, dynamics, symbols, metaphors, and rhythm. These artistic tools illustrate the potential of the arts to communicate abstract ideas and evoke emotional engagement. Visual and compositional means such as space, structure, and color were also widely employed, particularly among visual arts educators. These findings underline that the integration of sustainability through the arts is closely linked to the specific expressive logic of each discipline.

Educators’ self-assessment of their knowledge related to sustainable development was mostly moderate to high, with the majority rating themselves between three and four on a five-point scale. Only a small group (6.8%) considered themselves experts, while a notable minority felt insufficiently prepared. This indicates a broad base of awareness but also a clear need to strengthen practical competences. The main professional development priorities identified were enhancing media and artistic skills, expanding project-based and interdisciplinary teaching, and improving pedagogical methods for sustainability-related themes.

At the same time, educators face significant challenges. The most frequently reported obstacles include a lack of knowledge and practical competences and limited funding for sustainability-oriented projects. These challenges are directly related to educators’ requests for methodological assistance, institutional collaboration, and financial resources, identified as the most urgent needs. Such findings demonstrate that systemic support—methodological, institutional, and financial—is crucial for sustainable integration in arts education.

Qualitative responses further emphasize educators’ awareness of their unique role in fostering values, critical thinking, empathy, and social responsibility. Many participants highlighted the capacity of the arts to make sustainability themes accessible, experiential, and personally meaningful through creative exploration. However, they also stressed that without systematic support, such initiatives risk remaining fragmented and short-term. In conclusion, this study demonstrates that arts educators in Lithuania perceive themselves as active agents of sustainability education, already engaging with sustainable development themes through diverse artistic means. Their practices reflect the logic of their disciplines, yet they share common needs for professional development, resources, and institutional support. Bridging the gap between policy aspirations and classroom realities requires targeted training, stable funding mechanisms, and stronger partnerships with cultural and civil society organizations. The findings mark an initial stage of a broader research agenda, providing a foundation for future longitudinal studies on the intersection of arts education and sustainability.