Sustainability in education: Nurturing tomorrow's future teachers through waste separation and recycling intentions

Abstract

The importance of intentions in determining human environmental behavior is widely recognized; however, their relationship with education, knowledge, and facilities regarding environmental issues is not well understood, especially among pre-service teachers. This study aimed to explore the link between the factors and pathways influencing of pre-service teachers towards separation and recycling behavior on campus in Indonesia. An online structured questionnaire survey was administered to more than 400 students at seven teacher education institutions in six islands in Indonesia. The hypothesised model's links and pathways are tested and analysed using SmartPLS in structural equation models. Environmental knowledge, perceived behavioural control, and environmental knowledge are the three factors that have the most significant relationships with intention of separation and recycling behavior, with environmental education having the most crucial direct impact. In contrast, attitudes and subjective norms fail to convert intention into behavior and do not have a significant direct influence on intention among pre-service teachers. It underscores the importance of environmental education and knowledge in promoting sustainable practices while emphasizing the role of accessible facilities and subjective norms in shaping recycling intentions. Additionally, the study emphasizes the complexity of attitudes and intentions, suggesting that interventions aimed at promoting recycling should consider a diverse range of factors that influence behaviour.