Environmental Literacy in Initial Teacher Training: Pre-Service Teachers’ Perceptions of the Socio-Environmental Impact of Food

• Published in: Education sciences Vol. 14; no. 8; p. 912
• Main Authors: Rodríguez Pérez, Lucía, Azcárate Goded, María del Pilar, García-González, Esther
• Format: Journal Article
• Language: English
• Published: Basel MDPI AG 01-08-2024
• Subjects: Attitudes; Behavior; Beliefs; Climate; Climate change; Collaboration; Computer software industry; Didacticism; Elementary Education; Environmental education; Environmental impact; Environmental Influences; environmental literacy; Food; initial teacher training; Interdisciplinary Approach; Knowledge; Literacy; Literacy programs; Mexico; Natural resources; Preservice Teacher Education; Preservice teachers; Primary Education; Science education; Science Instruction; socio-environmental issues; Spain; Student Research; Students; Sustainability; Teacher education; Teacher Improvement; Teacher Qualifications; Teachers; Teaching; Training; United States; United States; Mexico; Spain
• ISSN: 2227-7102; 2227-7102
• DOI: 10.3390/educsci14080912

This qualitative descriptive-interpretive study aims to understand and describe the perceptions of a group of pre-service teachers of the degree of environmental literacy in primary education at the University of Seville. They participated in a training proposal focused on the current eco-social crisis related to the socio-environmental impact of food in which the different dimensions constituting environmental literacy were analysed. Those dimensions are knowledge, attitudes and emotions, behaviour, and the didactic knowledge associated with socio-environmental issues. The students’ diaries were used as a data-collecting tool in this study. The results reveal a heterogeneous distribution in the students’ understanding and internalisation of concepts related to the dimensions of environmental literacy. In terms of knowledge, most students show a deep and holistic understanding. Diversity is observed in their attitudes and emotions towards socio-environmental issues, and tentative attitudes towards change prevail. Finally, their intentions and proposals for solutions mainly reflect simplistic perceptions. This emphasises the importance of encouraging active participation and collaboration in the search for socio-environmental solutions. In general, the results stress the need to continue improving the preparation of future teachers with regard to environmental education. A deeper understanding and a committed attitude towards sustainability and the preservation of the social and natural environment should be encouraged in initial teacher training.