Education for Sustainable Development (ESD) represents a major challenge in teacher training, as teachers play a key role in transmitting environmental values. However, current pedagogical approaches primarily rely on cognitive awareness, whose impact on individuals’ actual commitment remains limited. This study examines the extent to which initial teacher training integrates ESD and questions the effectiveness of existing approaches in fostering long-term ecological values. Drawing on the psychology of motivation developed by Paul Diel, Jeanine Solotareff, and Stéphane Solotareff, we propose a psychoeducational alternative focused on objective introspection and the internal structuring of values. This theoretical framework suggests that adherence to ecological principles can only be effective and lasting if it results from personal reflection rather than mere exposure to external knowledge. The study is based on an analysis of teacher training content at the Higher School of Education and Training (HSET). The expected results aim to identify the shortcomings of current programs and outline recommendations for a more effective educational approach. Following an introduction to the psychology of motivation as both a theoretical framework and a practical method, this research seeks to contribute to the reformation of ESD practices. The goal is to train teachers capable of embodying and transmitting ecologically responsible behaviors through autonomous ecological introspection and valorization fostering a transformation at the deepest levels of the psyche rather than merely influencing knowledge or sporadic external behaviors. Finally, this study proposes an innovative teacher training module as a practical alternative to the current system, integrating the psychoeducational approach inspired by the psychology of motivation.