Abstract
Senior secondary students must gain a broad awareness of sustainability challenges as they prepare to transition into
adulthood and the workforce. This generation will be pivotal in addressing numerous environmental concerns in the quest for
sustainable development of the planet. Nonetheless, previous studies have demonstrated that numerous educators exhibit
diminished self-confidence in the instruction of sustainability subjects. This study sought to investigate how science teacher
teams in Nigerian senior secondary schools could improve their knowledge and skills in sustainable development (SD) through
collaborative reflection, employing the content representation (CoRe) tool. The emphasis was on investigating the evolution
of pedagogical content knowledge (PCK) in science educators regarding the instruction of sustainable development. The
research engaged twelve in-service science educators and utilized a qualitative methodology, featuring semi structured
interviews and collaborative sessions among science teacher teams. The findings identified four primary themes regarding the
CoRe tool's role in enhancing teachers' pedagogical content knowledge (PCK): (1) creating a systematic and targeted framework
for educational discourse, (2) transforming instructional methodologies, (3) broadening the understanding of content and
pedagogy related to sustainable development, and (4) cultivating a common lexicon to guarantee equitable learning
opportunities for students in sustainable development. In summary, the collective pedagogical content knowledge (PCK) of the
teaching team at SD was improved by CoRe, leading to the recommendation that school system decision-makers promote
regular meetings for science teachers and implement CoRe for educators. Additionally, this study highlights the need for
continuous professional development programs tailored to sustainability education. By fostering a culture of collaboration and
reflective practice among educators, schools can better equip students with the skills and knowledge necessary to address
global sustainability challenges effectively. This approach underscores the critical role of teacher preparation in achieving longterm
educational goals aligned with sustainable development principles.