<![CDATA[This study examined the sustainability-oriented experiences of pre-service teachers in the Science, Technology, and Society (STS) course in selected Teacher Education Institutions in Bataan, Philippines. Using a convergent parallel mixed methods design, data were gathered through student surveys and qualitative interviews involving pre-service teachers who had completed the STS course during the previous semester. Findings revealed that the course promoted sustainability awareness, critical reflection, and understanding of socio-scientific issues. Students likewise recognized the relevance of STS to contemporary environmental and societal concerns. However, opportunities for authentic community engagement, experiential activities, and participatory application of sustainability concepts appeared comparatively limited. The findings suggest that while STS supports meaningful sustainability-oriented learning among pre-service teachers, more community-responsive and experience-based pedagogical approaches may further strengthen its transformative potential in teacher education.]]>
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