Teacher preparation as a pillar for educational sustainability in Peru

Challenges, opportunities and proposals for improvement

Abstract

This research paper examines the critical role of teacher preparation in fostering educational sustainability in Peru. Despite significant progress in expanding access to education, Peru continues to face challenges in delivering quality, equitable, and inclusive learning experiences, especially in rural and indigenous communities. Using a mixed-methods approach that includes statistical data, policy analysis, and case studies, this paper explores how teacher training influences the four pillars of sustainable education: quality, accessibility, equity, and financial viability. Through analysis of national education indicators, government reports, and interviews with educators, the study reveals systemic barriers including insufficient professional development, underinvestment in rural teacher deployment, and the lack of inclusive pedagogy. It concludes by offering targeted policy recommendations such as curriculum reforms, sustained investment in teacher training, intercultural education initiatives, and digital inclusion strategies. The findings serve as a call to action for the Peruvian government to reposition teacher preparation at the core of its educational reform agenda.