The Impact of a Sustainability Education Initiative on Pre-Service Teachers: Changes in Environmental Attitudes, Willingness to Act, and Ecological Footprint

Abstract

This study investigated the impact of a sustainability-focused educational initiative on pre-service teachers’ environmental attitudes, willingness to act, and ecological footprint. Sixty pre-service teachers participated in a six-week structured program that integrated inquiry-based learning, experiential activities, and problem-solving tasks. Using validated instruments, pre- and post-intervention surveys measured environmental attitudes, willingness to act, and ecological footprint. Paired-sample t-tests and repeated-measures ANOVA revealed significant improvements across all variables. Environmental attitudes increased (M = 3.45, SD = 0.65 pre; M = 4.10, SD = 0.50 post; t(59) = 6.50, p < 0.001), as did willingness to act (M = 3.20, SD = 0.70 pre; M = 4.00, SD = 0.55 post; t(59) = 7.25, p < 0.001). Participants’ ecological footprint decreased significantly (M = 2.80, SD = 0.85 pre; M = 2.30, SD = 0.75 post; t(59) = −5.85, p < 0.001). Moderation and mediation analyses revealed a strong relationship between attitude change and behavioral shifts (B = 0.25, SE = 0.07, t = 3.57, p < 0.001). These results highlight the effectiveness of sustainability education in fostering cognitive and behavioral transformation. As these pre-service teachers transition into professional educators, their enhanced environmental awareness and sustainable behaviors may influence future generations, promoting long-term ecological responsibility in schools and communities. This highlights the need to integrate sustainability-focused programs into teacher education worldwide.