This study aims to examine teachers’ perceptions and experiences of sustainability approaches in education in depth.  The study focuses on teachers’ awareness of the concept of sustainability, its integration into educational processes and its reflections on classroom practices.  This study is based on a phenomenological design, which is one of the qualitative research approaches, and aims to examine the perceptions and experiences of individuals about a phenomenon and the environments and conditions created by these experiences.  Data were collected through semi-structured interviews with 20 teachers from different branches in Mersin province and analyzed through content analysis. As a result of the study, it was observed that teachers defined sustainability predominantly in terms of the environmental dimension, with less emphasis on the economic and social dimensions.  Although teachers have a positive awareness of sustainability education, they face various obstacles in the implementation process such as curriculum intensity, lack of institutional support, lack of resources and student apathy. However, various solutions were offered such as interdisciplinary learning, project-based activities and the use of digital tools. The study aims to contribute to policy development, teacher training and program arrangements for sustainable development goals by revealing teachers’ perceptions and classroom experiences towards sustainability education.

Sustainable education, sustainable development goals, education integration, phenomenological research.