This systematic literature review of 24 documents reveals that pre-service primary teachers have inadequate environmental knowledge and insufficient training in environmental education pedagogical approaches despite generally positive attitudes toward the subject. The researchers recommend implementing clear environmental competency standards, incorporating mandatory environmental education modules, promoting experiential learning, and revising curricula to ensure future teachers can effectively integrate environmental education in primary schools.

This collaborative autoethnography explores how two university educators designed and implemented an online environmental education course for pre-service teachers through Karen Barad's agential realism philosophy, examining the "entanglements" created among educators, students, learning platforms, and course materials. Their analysis revealed that agency isn't something teachers bestow upon students but exists as potential within all participants and elements, suggesting environmental education should serve as an interdisciplinary foundation across the curriculum rather than being confined to a specific subject area.

This study presents an innovative educational approach using ecofeminism as a theoretical framework to enhance environmental awareness and gender equality competence among pre-service teachers in Spain through a three-phase intervention where students explored ecofeminist philosophy, analyzed cultural products, and created educational comics with female protagonists addressing environmental issues.

This comparative study examines environmental education implementation in pre-service teacher education programs in Finland and Namibia, analyzing how each country approaches environmental education through distinct methods: Namibia employs a comprehensive, practice-driven approach with required courses throughout the teacher education program, while Finland offers an optional, theory-driven course. The authors question whether sustainability should truly "start with teachers" and argue that while teachers play a vital role, they require broader institutional support and resources to effectively integrate environmental education into their teaching.

This study explores the impact of a project-based teacher preparation program focused on equal opportunities for all through case studies of two beginner teachers in their first semester. The findings demonstrate that embedding teacher candidates in authentic school settings with project-based learning opportunities led to significant growth in their adaptive expertise and ability to design curriculum addressing complex social and environmental issues, though challenges remained in helping preservice teachers develop critical consciousness around power dynamics.

This study explores how macro-rehearsals (extended approximations of teaching practice) can prepare pre-service chemistry teachers to teach for climate empowerment through phenomenon-based instruction focusing on climate-related issues like ocean acidification, toxic air pollution, and copper mining. While rehearsals provide valuable preparation, the authors argue that teachers need broader institutional support to overcome systemic challenges in implementing climate-focused teaching consistently in their classrooms.