International Council for Education, Research and Training

Role Of Problem-Solving Ability In Promoting Sustainable Development


Arora, Suruchi1, and Kaur, Amandeep2

1Research Scholar, Education Department, Panjab University, Chandigarh

2Principal, G.HG. Harprakash College of Education for Women, Sidhwan Khurd, Ludhiana, Punjab



Education for sustainable development is referred to as education that “empowers learners to take informed decisions and responsible actions for environmental integrity, economic viability and a just society, for present and future generations, while respecting cultural diversity.” Sustainable development needs innovation to drive competitiveness, and demands technological infrastructure to create an environment where the latest technology and knowledge can blend to trigger new approaches and solutions. Therefore, sustainable economic growth requires new qualities and different features, and solicits educational systems to equip learners and students with skills and competencies that help them manage change and generate and execute ideas through flexibility and initiative. Problem solving ability is one of the important abilities that students need to achieve in learning and is part of the Education for Sustainable Development (ESD) goal competence. Problem-solving skills are essential for sustainability, as they allow you to address complex and dynamic challenges, find innovative solutions, and adapt to changing circumstances. 


Keywords: Sustainable Development, innovation, problem solving, environment. 


Impact Statement

Sustainable development hinges on our ability to solve complex problems. We need innovative solutions that meet current needs without compromising the environment or future generations. Problem-solving skills allow us to think creatively and develop sustainable approaches. Strong problem-solving involves analyzing information and weighing social, economic, and environmental factors. This ensures well-rounded decisions with long-term consequences in mind. Problem-solving equips us to plan, implement, and adapt these solutions to changing circumstances.

Collaboration is key for many sustainability challenges. Problem-solving fosters teamwork and communication, enabling people with diverse expertise to tackle issues together. Additionally, effective problem-solvers are lifelong learners, constantly seeking new information and refining their approaches.

Finally, widespread education in problem-solving is crucial. By equipping individuals with critical thinking and creative problem-solving techniques, we empower them to become active agents of change. This fosters a future where problem-solving skills drive sustainable development for all.


About Author/s

Ms. Suruchi Arora, Research scholar at Department of Education, Panjab University, Chandigarh.  She did M.Sc. (Human Genetics) from Guru Nanak Dev University, Main Campus Amritsar; M.Ed. from D.A.V College, Amritsar, GNDU University and qualified UGC (NET) in Education. She has two years of teaching experience at School level. She has attended various workshops and seminars at national and international level. Her areas of interest are Science Education, Educational Technology. 

Dr. Amandeep Kaur did M.Sc. (Botany), M.Sc. (Ecology and Environment) M.Ed. and Ph.D. (Education) from Panjab University, Chandigarh. She has cleared U.G.C (NET) in Education. Presently, she has been working as Principal, G.H.G Harprakash College of Education, Sidhwan Khurd, Ludhiana. She has 20 years of teaching experience at B.Ed. and M.Ed. level and 5 years of administrative experience. She has guided many students for Dissertations of M.Ed. and many students for Dissertations of M.Phil. She has been contributing research papers to various National and International Journals. Till date 23 research papers has been published in various research journals of National and International repute. She has presented papers at various National and International conferences, Seminars, attended Workshops. She is also among one of the panelists for interviews of Principals and PU Inspections. Her areas of interest are Science, Environment Education, Education for sustainable Development and Global Peace. 


  1. IPBES. (2018). Intergovernmental science-policy platform on biodiversity and ecosystem services. The regional assessment report on biodiversity and ecosystem services for Europe and Central Asia. IPBES.

  2. UNESCO (United Nations Educational, Scientific and Cultural Organization). (2014). Road map for implementing the global action programme on education for sustainable development. UNESCO.

  3. N, S., & S, P. (2024). Utilization of social media to Enhance Learnability among Secondary School Students (CBSE AND ICSE). Shodh Sari-An International Multidisciplinary Journal, 03(1), 47–54.

  4. UNESCO (United Nations Educational, Scientific and Cultural Organization). (2017). Education for sustainable development goals: Learning objectives. UNESCO.

  5. Chavada, J. K. (2024). The role of teacher has changed in the context of classroom education in the 21st century. Shodh Sari-An International Multidisciplinary Journal, 03(1), 66–70.

  6. Filho, L. W., & Zint, M. (2016). The contribution of social sciences to sustainable development at universities Springer International Publishing · Daniella, T, and David, W. (2004). Engaging people in sustainability commission in education and communication. International Union for Conservation of Nature and Natural Resources.

  7. Crasta, S., & Coutinho, L. (2024). Impact of metacognitive strategies on student learning. Shodh Sari-An International Multidisciplinary Journal, 03(01), 169–185.

  8. United Nations Educational, Scientific and Cultural Organization. (2017). Education for Sustainable Development Goals: Learning objectives.


Scroll to Top