Views of teachers and school administrators' on sustainability

In recent years, humanity has been confronted with profound environmental degradation, increasing social inequalities, and economic crises felt on a global scale. These developments have rendered the concept of sustainability not merely a choice but an indispensable necessity for a livable future. Today, every change in our surroundings directly affects not only nature but also societies' sense of justice and economic balance. At this point, education emerges as a powerful tool that shapes both the thinking and behavioral worlds of individuals. Every lesson taught and every activity carried out in schools not only conveys knowledge but also instills a way of life in children. Therefore, teachers and administrators are not merely transmitters of information; they are role models who embody concrete examples of sustainable living. Their behaviors, choices, and values serve as "living lessons" for students. This study examines the perceptions of sustainability among middle and high school teachers and school administrators working in the Nizip district of Gaziantep. The research was conducted during the 2024–2025 academic year, and data were collected through semi-structured interviews with a total of 25 participants. The interviews sought to understand how teachers and administrators conceptualize sustainability, how they reflect it in their daily practices, and how they transform into role models in their interactions with students. The findings reveal that participants mostly perceive sustainability through its environmental dimension. Issues such as climate change, resource conservation, and waste management were the most prominent themes. However, awareness regarding the economic and social dimensions was found to be weaker. The participants' statements show that personal values, social context, and professional experiences shape their perceptions of sustainability. Moreover, teachers emphasized that sustainability should not be limited to classroom instruction but should permeate the entire school life, becoming integrated into students' everyday experiences. In conclusion, the research demonstrates that strengthening teachers' knowledge and attitudes will contribute to raising students as more equipped individuals in the face of global challenges. In other words, when every space—from school corridors to classroom activities—becomes an area where sustainability is not only taught but also lived, a meaningful transformation can occur.