Muhamad Arif Mahdiannur, Wahono Widodo, Siti Nurul Hidayati, Ahmad Qosyim, Ernita Vika Aulia, Roihana Walliyul Mursyidah, Dyah Permata Sari, An Nuril Maulida Fauziah, Angela Boey
Moodle-based learning has been progressively recognized for supporting deep learning, learner engagement, and classroom well-being in prospective teacher education. However, little research investigates how Moodle-based learning design features might help accomplish SDG 4 target 4.C, which is working towards preparing qualified teachers, and supporting SDG 3 target 3.4, which is ensuring well-being through education. The current self-study enrolled 27 prospective science teachers in a course. The learning activity was planned in terms of conditional activities that guided students through three phases: introductory exploration, core learning tasks, and reflective synthesis. Deep learning competencies were examined across cognitive, interpersonal, and personal dimensions, with students' engagement data drawn from the learning management system. Our findings revealed a significant increase in deep learning competency after the intervention, and greater engagement was linked to stronger learning gains. Moodle-based learning design enhanced students' classroom well-being. These results suggest that the integration of a supportive digital environment and deep learning framework enables the vision of SDG targets 4.C and 3.4 for preparing qualified science teachers and helping them promote classroom well-being in the future. © 2026 The Authors, published by EDP Sciences.
Department of Science Education, Universitas Negeri Surabaya, Surabaya City, 62031, Indonesia; Baptist Health Medical Group, Baptist Health Quality Network, 8900 N Kendall Drive, Miami, 33176, FL, United States
