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The paper presents the results of research aimed at examining the Educationstudent teachers' preparedness for Sustainable Development (ESD) is fundamentally integrated into the entire education system in Croatia, but also in most other countries around the world. However, the actual implementation of ESDeducation for sustainable development by applying its basic principles in teaching and learning activities. The research was conducted on a sample of Teacher Education students from the Faculty of Teacher Education, University of Zagreb. Data on students' perceptions regarding the readiness to create, implement, evaluate, and participate in teaching and learning activities that support sustainable development were collected via a questionnaire. The results indicate that professional knowledge and practice, professional participation and self-regulation may be considered key dimensions of students' preparedness for the implementation of education for sustainable development, each of which includes several components. Furthermore, a positive correlation was established between professional knowledge, the vision of teaching, and professional participation. The research likewise identifies certain weaknesses in the school system is associated with numerous challenges and is often reflected in the curricula only declaratively. Onefield of these challenges is that pupils need to acquire holistic (systemic) knowledge so that the problems and challengeseducation of sustainabilityfuture can be solved in the future. To acquire this knowledge in primary school, students need to be confronted with sustainability challenges and problems that they cannot know, understand or solve without the technological and engineering knowledge behind such problems. Therefore, this paper argues for and proposes a more intensive integration of technical and technological knowledge into the primary school curriculum. The implementation is based on the Concept for Demystifying Technology (CDT), which serves as the main modelteachers for the selectionimplementation of education for sustainable development, which suggest the necessity of more detailed analysis and improvement. In the present context, recommendations are given for enriching initial teacher education programs with specific learning outcomes in order to facilitate future teachers' development, most notably appropriate competencies that allow for the implementation of teaching content and activities in the primary school curriculum. With this model, he proposes a systematic approach to learning and teaching that includes learning about the local community's neededucation for vitalsustainable resources,development. a
"deep" insight into the technologies that provide them, an insight into the consequences of using technology, and an insight into the methods and technologies that reduce the negative consequences for society and the environment. The students' activities, which would also ensure adequate development of their critical thinking on sustainability issues, should definitely be "anchored" in authentic situations that reflect "real world" situations. Only in this way will today's generations be able to develop knowledge, skills and a way of thinking that will enable them to successfully solve the problems of the future.
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