Abstract
Abstract
Developing teaching materials for biology teacher education requires empirical evidence that links instructional practices, learning resource needs, and students’ self-regulation. This multi-institutional mixed-methods needs analysis, situated in the Analysis phase of ADDIE, examined the empirical basis for developing Project-Based Learning (PjBL)-oriented materials for physiology learning, with sustainability competence positioned as a theoretically informed direction for the subsequent Design phase. Participants were 77 undergraduate Biology Education students from three universities in South Sulawesi, Indonesia, and five lecturers. Quantitative data were collected through a questionnaire, while qualitative data were obtained from three face-to-face interviews and two asynchronous written responses. The 23-item self-regulated learning (SRL) section showed good overall internal consistency (Cronbach’s alpha = 0.839). Lectures and discussions were selected by 64 students (83.1%), whereas PjBL was selected by 24 (31.2%). Students were familiar with project tasks: 30 (39.0%) reported frequent involvement and 27 (35.1%) very frequent involvement; 76 (98.7%) perceived project activities as supporting independent learning. PowerPoint was the most widely used resource (73; 94.8%), while students also needed printed books or modules (45; 58.4%) and other structured resources. SRL strengths were evident in self-efficacy, resource selection, and project participation, whereas specific planning, feedback review, procrastination control, and reflection required further support. Lecturers identified physiology as conceptually demanding because of its abstract mechanisms, technical terminology, and visualization requirements. The findings provide a context-specific empirical basis for structured PjBL materials that scaffold planning, inquiry, monitoring, feedback, and reflection in physiology learning.