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Abstract
Abstract This study provides a comparative analysis of pre-service science teachers in Uzbekistan and Korea, exploring ecological footprint, ecological worldview, subjective happiness, and pro-environmental behavior. Using a questionnaire whose reliability and validity had been verified, an online and offline survey was conducted targeting pre-science teachers attending teacher education universities: in metropolitan areas in Korea and Uzbekistan. Independent samples t-tests revealed significant findings: Uzbekistani teachers exhibited a lower ecological footprint but shared a similar ecological worldview with their Korean counterparts, while also reporting higher levels of subjective happiness and pro-environmental behavior. The results emphasize the need for science education strategies tailored to Uzbekistan’s context, particularly the development of the new ecological paradigm (NEP). To enhance subjective happiness and pro-environmental behavior, we suggest employing pedagogical approaches such as case-based or phenomenon-based learning. This research underscores the importance of contextualization, with NEP development, and practical methodologies among Uzbekistani students.
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