Abstract
In the search for sustainable development, in which the ecological footprint is carefully considered by consumers and companies, teachers play an important role within a social and economic framework. This role relates to aspects of social responsibility. It should involve knowledge about education for responsible consumption in order to care for the environment both individually and socially. Considering this, the aim of this study is to find out whether there are differences in the level of awareness and the habits of future teachers of Early Childhood and Primary Education regarding sustainable social responsibility. A non-probabilistic sample of 30 Early Childhood Education degree students and 22 Primary Education degree students was used. Semi-structured interviews and an inductive process were conducted to examine the importance of Sustainable Development in society, the relevance of Social Responsibility for Sustainable Development (individual versus corporate), the attitudes and habits relative to Sustainable Development and the education on Sustainable Development in schools: knowledge, attitudes, and proposals. Students agree that they consume excessively. This is everyone’s individual responsibility (as regarded by all participants), although changes could be supported by institutions and companies (Early Childhood education students argue in favour of corporate responsibility). Knowledge deficits were identified in relation to production, distribution, and sale processes. They consider education to be the main factor for sustainability, while society is ranked as the least important, observing an evident disagreement in relation to environmental and economic factors (perception of collective responsibility; Early Childhood versus Primary Education students). Finally, they also outline teaching proposals (active and participatory) to foster education for sustainable development at schools.
Highlights
People’s awareness and behaviour may favour the environment as a result of their SocialResponsibility for Sustainable Development (SRSD), improving environmental justice [1,2].Through SocialResponsibility for Sustainable Development (SRSD), future teachers may be able to improve environmental, social, and economic conditions and enhance protection against environmental degradation by their daily actions or by educating
No differences existed between Early Childhood Education students (ECES) and Primary Education students (PES), with responses unanimously indicating that the current consumption of individuals is excessive, and it is an environmental issue that should be tackled by society
There are some exceptions in PES, who have a more holistic vision founded on the relationship between the education of responsible consumers and other educational contents
Summary
People’s awareness and behaviour may favour the environment as a result of their SocialResponsibility for Sustainable Development (SRSD), improving environmental justice [1,2].Through SRSD, future teachers may be able to improve environmental, social, and economic conditions and enhance protection against environmental degradation by their daily actions or by educating. People’s awareness and behaviour may favour the environment as a result of their Social. Responsibility for Sustainable Development (SRSD), improving environmental justice [1,2]. Through SRSD, future teachers may be able to improve environmental, social, and economic conditions and enhance protection against environmental degradation by their daily actions or by educating. They may act both as individuals and as education professionals with the capacity to influence others, to a greater or lesser degree, and so they play an interesting role as committed citizens within the university community. Res. Public Health 2020, 17, 5323; doi:10.3390/ijerph17155323 www.mdpi.com/journal/ijerph
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