Many countries are transitioning from conventional energy to renewable energy sources. This transformation requires support through socialization and training activities targeting all sectors of society, including educators in schools. The Al-Hidayah Waqaf Foundation in Thailand is an educational institution with educators who have limited knowledge regarding the implementation of renewable energy as part of energy diversification efforts. Collaborative activities were conducted with the Al-Hidayah Waqaf Foundation in Thailand through socialization and training on renewable energy. The outcomes of these activities provided educators with increased knowledge, information, and perspectives on renewable energy. 

This study aimed to compare prospective pre-service teachers’ understanding of TPACK and ESD in Indonesia and Malaysia. The research method used is comparative research, which compares the understanding of TPACK and ESD of science pre-service teachers between Indonesia and Malaysia. The research sample consisted of 164 students from Indonesia and 172 from Malaysia, aged 23-25 years. The sampling technique used was simple random sampling. A test method was used to measure TPACK understanding, and a questionnaire method was used to measure ESD understanding. The data analysis method used descriptive analysis of TPACK and ESD understanding profiles and comparative tests with Mann-Whitney. The results showed that Indonesian and Malaysian pre-service teacher TPACK and ESD understanding profiles were not much different. Pre-service teachers in Indonesia have a slight advantage in overall TPACK understanding. Meanwhile, pre-service teachers in Malaysia scored slightly higher in ESD comprehension compared to Indonesia. There is a need for continuous development and professional support to strengthen pre-service teachers’ understanding of TPACK and ESD in an increasingly digitalized education context, which will ultimately support sustainable development goals more effectively.