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Semi-structured interviews gathered data from five purposively selected experts in Punjab Textbook Board social studies curriculum PCTB. NVivo12 supported thematic analysis with open, axial, and selective coding, yielding five themes: People, planet, prosperity, peace, and partnership. The study finds values of sustainable development incorporated for grades six, seven, and eight, with suggestions for minor indicator additions.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/education-for-sustainable-development-incorporation-through-social-studies-curriculum-a-phenomenological-approach/596208/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/education-for-sustainable-development-incorporation-through-social-studies-curriculum-a-phenomenological-approach/596208.png","ImageObject",300,407,{"name":92,"@type":93},"Guten tag","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-25","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What research approach and data collection method were used?","Question",{"text":112,"@type":113},"The study used an interpretivist paradigm with a phenomenological design. Data were collected through semi-structured interviews with five purposively selected curriculum experts.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were the interview data analyzed?",{"text":117,"@type":113},"Data analysis used NVivo12 and thematic analysis with open, axial, and selective coding.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the main themes identified in the study?",{"text":121,"@type":113},"Five themes were identified: People, planet, prosperity, peace, and partnership.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596208,1792166727,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},687212321768,"https://ap-avatar.wpscdn.com/avatar/a0010bdbe886d2fe77?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789897067658708522","Education for Sustainable Development Incorporation through Social Studies Curriculum: A Phenomenological Approach  \nSafia Rahmat Ullah*and Shafqat Ali**  \nAbstract  \nIn a world with 7 billion people and limited natural resources, humans have to use them (social, economic & environmental) without destroying them for future generations. The leading aim of the paper was to explore the phenomena of Education for Sustainable Development (ESD) and the role of the social studies curriculum. The paradigm of the research was interpretivism, and phenomenological design was used. The semi-structured interviews protocol was used to collect data. Five participants (Experts of social studies curriculum PCTB) were selected using the purposive sampling technique. Data were analyzed using NVivo12, and thematic analysis was conducted using open, axial, and selective coding. Five themes (People, planet, prosperity, peace, and partnership) were selected during the qualitative data analysis process. It was evaluated that the social studies curriculum designed by Punjab Textbook Board incorporated the values of sustainable development among six, seven, and eighth grade students. However, some indicators that are missed need a minor addition.  \nKeywords: Sustainable development, Curriculum, social studies, phenomenology  \n*PhD Scholar: University of Education, Lower Mall Campus, Lahore. [Email:safiamphil@gmail.com](Email:safiamphil@gmail.com)  \n**Associate Professor University of Education, Lower Mall Campus, Lahore.  \nEmail: [shafqatali90@yahoo.com](shafqatali90@yahoo.com)  \nIntroduction  \nThe terms sustainability is better defined as careful use of natural resources and protection of the natural resources with aim to save in a way that is usable by next generations. Sustainability is focused to fulfill the economical, environmental, and social needs of present generation with aim to save these natural resources to be available for future generation as well (Bonnett, 1999 ; Hansen et al., 2016) .  \nEducation for sustainable development is firmly implanted through the environmental, social, and economic education efforts (see Figure 1) . It is important to make a curriculum viable that becomes part of the culture for the said purpose and targets. Sustainable development can only be applicable if education and curriculum encompass the goals and objectives of sustainable development (Agyeman, 2005; Kopnina, 2012).Moreover, it is practically implemented in the classrooms not just for exam preparation but also to bring, develop, and improve sustainability in students (GonzalezGaudiano, 2005) . These improvements need to go beyond any uncertainty with clear signs so that achievements are achievable. Bringing this nature of sustainability into students can help to save the resources for future use (Goldney et al., 2007) .  \nFigure 1.Education Sustainable Development: A Sketch  \nSustainability is better seen as an association between the system as students and their environmental factors, rather than a distantly sketched out goal to be cultivated. In the present times, civilizations all over the globe have a strong sense of care for their and future generations’ future(Bruntland, 1987) . They have shown focus on formulating and implementing goals towards a secure and prospering economic present and future. The administrations and expertise frameworks of sanctified places (Shami & Hussain , 2006) .  \nThe Sustainable Development Goals (SDGs) is a plan or framework similar to the worldwide schedule as per the UN protocols, as in difficulties we may face as a worldwide community while opening up new avenues in all the aspects of our future  \n(Gough, &Scott,1997 ) .Furthermore, the SDGs implores the community to participate in other possible activities and outcomes that can improve our view on sweeping changes that this framework may require and incorporate multi-partner collaborations and adaptable changes towards the global agenda (Tilbury, 2002) . No doubt,","cbCaigJ2q5jMHU5O","https://ap.wps.com/l/cbCaigJ2q5jMHU5O","pdf",465011,"English","# Abstract\n# Introduction\n## Sustainability and curriculum relevance\n## SDGs as a global framework\n## Practical implementation in classrooms","[{\"question\":\"What research approach and data collection method were used?\",\"answer\":\"The study used an interpretivist paradigm with a phenomenological design. Data were collected through semi-structured interviews with five purposively selected curriculum experts.\"},{\"question\":\"How were the interview data analyzed?\",\"answer\":\"Data analysis used NVivo12 and thematic analysis with open, axial, and selective coding.\"},{\"question\":\"What were the main themes identified in the study?\",\"answer\":\"Five themes were identified: People, planet, prosperity, peace, and partnership.\"}]","Education for Sustainable Development Incorporation through Social Studies Curriculum - A Phenomenological Approach | PDF",1792082643,48]