Exploring the Predictor of Pre-Service Teacher Intention Toward Environmental Education: Lesson from Adiwiyata School in Indonesia

Abstract

This study explores the factors influencing pre-service teachers' intentions to incorporate environmental education (EE) within Indonesia's Adiwiyata program, which promotes environmental awareness in schools. Drawing on the Theory of Planned Behavior (TPB), the Stimulus-Organism-Behavior-Accomplishment (SOBA) model, and the Unified Theory of Acceptance and Use of Technology (UTAUT), this research examines the roles of university support and self-efficacy in shaping these intentions. Data from 233 pre-service teachers were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings reveal that both university support and self-efficacy play significant roles in enhancing intentions toward EE, with university support fostering a supportive environment for preservice teachers and self-efficacy strengthening their confidence in engaging with environmental content. Notably, attitude serves as a key mediator, translating self-efficacy into stronger intentions by positively influencing perceptions toward EE. The findings reveal that both university support and self-efficacy play significant roles in enhancing intentions toward EE, with university support fostering a supportive environment for pre-service teachers and self-efficacy strengthening their confidence in engaging with environmental content. Notably, attitude serves as a key mediator, translating self-efficacy into stronger intentions by positively influencing perceptions toward EE. This research not only enriches the academic discourse on environmental education but also offers practical insights for educational policymakers aiming to foster a more sustainable future.