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Enhancing Sustainability: Exploring the Knowledge, Actions, and Willingness of Pre-Service Primary School Teachers

Author

Listed:
  • Aurora Muñoz-Losa

    (Facultad de Educación y Psicología, Universidad de Extremadura, 06006 Badajoz, Spain)

  • Jorge Crespo-Martín

    (Facultad de Educación y Psicología, Universidad de Extremadura, 06006 Badajoz, Spain)

  • Miriam A. Hernández-Barco

    (Facultad de Educación, Universidad de Alcalá, 19001 Guadalajara, Spain)

  • Isaac Corbacho-Cuello

    (Facultad de Educación y Psicología, Universidad de Extremadura, 06006 Badajoz, Spain)

Abstract

In this study, the impact is assessed of a sustainability course on pre-service primary school teachers’ knowledge, behavior, and willingness towards sustainability. It aims to determine how this type of education empowers future educators as agents of change towards more sustainable practices in school settings. In this study, a quasi-experimental design is employed with questionnaires administered before and after the sustainability course to 56 pre-service primary school teachers. Robust statistical methods were used to analyze the data for independent and paired samples, as well as Spearman’s correlation to explore associations between cognitive, behavioral, and conative dimensions of sustainability. The results showed significant improvements in cognitive and conative dimensions following the intervention. Students increased their knowledge about sustainability and demonstrated a greater willingness to adopt sustainable behaviors. However, the change in concrete behaviors was less pronounced, suggesting the need for additional strategies to translate knowledge and willingness into effective action. In this study, the impact is highlighted of sustainability education on pre-service teachers, emphasizing the need for its effective integration into teacher training curricula to foster both knowledge acquisition and practical application of sustainable behaviors.

Suggested Citation

  • Aurora Muñoz-Losa & Jorge Crespo-Martín & Miriam A. Hernández-Barco & Isaac Corbacho-Cuello, 2025. "Enhancing Sustainability: Exploring the Knowledge, Actions, and Willingness of Pre-Service Primary School Teachers," Sustainability, MDPI, vol. 17(3), pages 1-24, January.
    • Handle: RePEc:gam:jsusta:v:17:y:2025:i:3:p:1120-:d:1580147
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    References listed on IDEAS

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    1. Raffaella Cassano & Valentina Costa & Tommaso Fornasari, 2019. "An Effective National Evaluation System of Schools for Sustainable Development: A Comparative European Analysis," Sustainability, MDPI, vol. 11(1), pages 1-20, January.
    2. Silvia Albareda-Tiana & Salvador Vidal-Raméntol & Maria Pujol-Valls & Mónica Fernández-Morilla, 2018. "Holistic Approaches to Develop Sustainability and Research Competencies in Pre-Service Teacher Training," Sustainability, MDPI, vol. 10(10), pages 1-20, October.
    3. Ligia Isabel Estrada-Vidal & María del Carmen Olmos-Gómez & Rafael López-Cordero & Francisca Ruiz-Garzón, 2020. "The Differences across Future Teachers Regarding Attitudes on Social Responsibility for Sustainable Development," IJERPH, MDPI, vol. 17(15), pages 1-19, July.
    4. Eleni Sinakou & Vincent Donche & Jelle Boeve-de Pauw & Peter Van Petegem, 2019. "Designing Powerful Learning Environments in Education for Sustainable Development: A Conceptual Framework," Sustainability, MDPI, vol. 11(21), pages 1-23, October.
    5. Magnus Boström & Erik Andersson & Monika Berg & Karin Gustafsson & Eva Gustavsson & Erik Hysing & Rolf Lidskog & Erik Löfmarck & Maria Ojala & Jan Olsson & Benedict E. Singleton & Sebastian Svenberg &, 2018. "Conditions for Transformative Learning for Sustainable Development: A Theoretical Review and Approach," Sustainability, MDPI, vol. 10(12), pages 1-21, November.
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