Variables Influencing Pre-Service Teacher Training in Education for Sustainable Development: A Case Study of Two Spanish Universities

Olaya Álvarez-García,Aina Calvo-Sastre,Luis Ángel García-Escudero,Francisca Salvà-Mut

doi:10.3390/su11164412

Olaya Álvarez-García, Aina Calvo-Sastre + Show 2 more

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https://doi.org/10.3390/su11164412

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Abstract

This paper analyzed the relationship that certain demographic and educational variables might have on the training in environmental education (EE) received by undergraduate students enrolled in a Degree in Primary Education (DPE) at two Spanish universities. For this purpose, they were given a questionnaire to assess the link between certain personal and educational characteristics relating to the students in the sample (n = 274) and three components of an environmental competence (EC) model: environmental knowledge, attitudes, and behaviors. The results indicate that variables like gender, the students’ habitual place of residence, the type of leisure activities they undertook, and some educational factors had a significant impact on the acquisition of the said competencies. In light of these outcomes, the paper reflects on the possible role that non-university contexts might play in environmental education for pre-service teachers.

Highlights

Given today’s alarming environmental scenario, with the obvious effects of global problems like climate change [1,2,3] and the planet’s diminishing biodiversity [4,5,6], a more acute environmental awareness must be fostered to guarantee responsible citizenship
The recently drafted Agenda 2030 proposes a worldwide plan of action to deal with interrelated problems and its seventeen Objectives for Sustainable Development (OSD) include one that aims to reinforce the role of education in promoting responsible local and global behavior by citizens [7]
By way of a conclusion, it seems that there is a scant influence of the Degree in Primary Education (DPE) curriculum on the acquisition of environmental competence (EC)

Summary

Introduction

Given today’s alarming environmental scenario, with the obvious effects of global problems like climate change [1,2,3] and the planet’s diminishing biodiversity [4,5,6], a more acute environmental awareness must be fostered to guarantee responsible citizenship. Schools must play a key part in achieving this goal, with a fundamental role played by teachers as the group most strongly influential in guaranteeing the quality of education [12,13,14]. This is why well-trained teachers are absolutely essential, with special emphasis placed on certain aspects of their professional development, in particular, their pre-service and continuous training

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