The international dialogue on sustainability and Agenda2030 has grown globally in response to societal changes. Humanity is responsible for protecting the planet while creating equitable societies for prosperity. The United Nations published the 17 Sustainable Development Goals (SDGs) to be reached by 2030 for transformation (United Nations, 2015) and Sustainable Development Goal 4 (SDG4) on quality education is critical to achieving sustainability transformation (UNESCO, 2021). The Teach4Reach international project (OeAD-funded from 2021 until 2023) hosted four online webinars based on SDGs 3 (good health and well-being), 4 (quality education), 5 (gender equality) and 10 (reduced inequalities). During these webinars, presentations and panel discussions took place based on teacher education and the role thereof in supporting Agenda2030. The webinars included stakeholders worldwide, including pre-and in-service teachers, experts, and policy-makers familiar with Agenda2030 since they can support change (OECD, 2019; United Nations, 2022). During the SDG4 webinar, discussions took place in breakout rooms regarding teacher education and SDG4, from which the study aimed to identify stakeholders' perspectives on the fourth SDG, quality education. This SDG, which focuses on reaching quality education worldwide, is essential since it can transform unsustainable tendencies (De la Sienra, 2020). Focusing on quality education can support us in developing societies with citizens who are more aware and responsible, which can support transformation for society’s betterment (Kumar, 2020). Therefore, this study was based on SDG4 targets 4c and 4.7, supporting the increase of qualified teachers through teacher education and the required knowledge and skills for sustainable societies (United Nations, 2015). Investigating the quality education concept was essential since it involves a holistic approach to learning that focuses on skills and competency development (including critical thinking, problem-solving, communication, collaboration, and creativity) and not only academic achievement (Adams, 1993; UNICEF, 2000). Livingston (2023) believes that international comparisons of educational systems and the resulting measurability and standardisation often reduce the concept. When directly analysing SDG4 and its targets as they appear in Agenda2030, it is found that quality education should be globally accessible and inclusive, providing students with the necessary knowledge, skills, and attitudes essential for building a sustainable future (United Nations, 2015). Madalińska-Michalak et al. (2023) argue that education's purpose and significance in one´s context should inform one's view of quality education in our rapidly changing world. This idea of not having one definition for this concept and instead gaining different perspectives on the concept of quality education led us to ask the following questions that guided the analysis: (1) What are educational stakeholders’ perspectives on SDG4 (quality education), and (2) How can we imagine education that promotes transformation towards a sustainable future? Education is crucial for achieving sustainability (UNESCO, 2017; United Nations, 2018; Ferrer-Estévez and Chalmeta, 2021), and a diverse discussion on quality education was therefore needed (Livingston, 2023). 

During the webinar on SDG4, 107 educational stakeholders from Austria, Canada, Germany, Italy, South Africa, and the United States participated, 23 of whom participated in the 45-minute group interviews (breakout rooms) to gain insights into their perspectives on SDG4 and how it is and can be supported in teacher education. The semi-constructed group interviews consisted of the following main topics based on teacher education: (1) How teacher education programs can be leveraged in the future to support Agenda2030 and the SDGs (7 participants), (2) In what ways the SDGs currently feature in teacher education programs from the Global South and the Global North (4 participants), (3) How SDG4 (quality education) can be supported and improved through teacher education programs (5 participants), (4) what a university didactic setting that realises the SDG goals look like in reality, within the framework of teacher education programs (7 participants). The data was collected with prior ethical approval from all participants, who agreed to the recording and publication of the data for analysis. This inductive study utilised Kuckartz’s data-driven approach to building categories (Kuckartz and Rädiker, 2019) on which themes were constructed. The process included the following phases: in the first phase, based on the research questions, we determined the objective of the category-building. Secondly, we decided on the type of categories and the level of abstraction; then, we familiarised ourselves with the data and determined the kind of coding unit. In the fourth phase, we processed the transcripts sequentially, assigning new or existing codes and categories. After that, we grouped the codes in a systemic and organised way, and lastly, we fixed the categories and presented them as themes (Kuckartz and Rädiker, 2019, p. 100).

It has been discovered that reaching the fourth SDG, which focuses on providing quality education, is vital in supporting the Agenda2030, which serves as the overarching theme. This led to education as a hub for transformation as a foundational framework for this study (UNESCO, 2021). Furthermore, three main themes have emerged and were further constructed regarding how sustainability transformation can be envisioned. It can take place through (1) collaboration, (2) rethinking individual well-being and context, and (3) implementing appropriate strategies for skills development. Encouraging stakeholder dialogue is crucial for collaborating and participating in transformative efforts in an ever-changing world. The findings were based on the theory of collaboration and dialogue since transformative efforts require ongoing dialogue among stakeholders in an ever-changing world transformation (United Nations, 2022; ICFE, 2021; Boeren, 2019). This paper seeks to raise awareness and increase knowledge through an international webinar series of Teach4Reach. The study supports the call to action, conveying education stakeholders´ perspectives on quality education and how education transformation can be envisioned for a sustainable future. These findings should be considered when planning teacher education programs to develop platforms for educational stakeholders to discuss well-being, context, and skill-development strategies. Having an international dialogue to reflect on experiences, discuss challenges, and find solutions can support stakeholders in driving transformation and improving the broader society. Not only should dialogue be encouraged, but teacher education programs should be transformed to focus on various views on quality education in different contexts, future teachers' well-being, and appropriate strategies that can be implemented for skill development. This could promote the teaching profession to increase the supply of qualified teachers and values grounded in Agenda2030 for societal betterment.

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