This article describes how 16 teacher candidates from Western Kentucky University completed a study of the nation's first net-zero school—a facility that produces as much energy as it consumes through renewable energy sources—as part of their required coursework. The research examines how these future teachers engaged with the school's sustainable features through collaborative research projects and lesson planning.
The net-zero elementary school, which is in the southeastern United States, includes impressive sustainability features: solar panels providing 75% energy reduction compared to typical schools, geothermal heating and cooling systems, solar tubes that pipe natural light into classrooms, and efficient kitchen strategies. The building actually generates about $2,000 monthly profit by selling excess energy to the local utility company. Beyond its environmental benefits, the facility serves as a teaching tool with special hallways dedicated to demonstrating geothermal, solar, water conservation, and recycling systems.
The teacher candidates conducted research in three groups to investigate how the net-zero environment impacted teaching and learning. One group interviewed teachers, who expressed pride in teaching at the innovative school and described how they incorporated sustainability concepts into their curriculum. Another group observed students, finding they were highly aware of their school's unique features and often practiced environmentally-conscious behaviors outside of school. The third group researched community awareness, discovering that many community members had adopted energy-saving practices at home inspired by the school.
Teacher candidates also created and taught lessons incorporating the net-zero building features. They collaborated with classroom teachers, sharing technology tools while designing lessons aligned with Next Generation Science Standards. After teaching, candidates reflected on the experience, noting that students demonstrated advanced knowledge about energy efficiency compared to those in standard schools. As one candidate observed, the approach was "using the school as the textbook instead of students just sitting at their desks reading about it."
The researchers identified several implications for teacher education programs. Despite having access to an extraordinary learning environment with numerous sustainability features, the authors observed that the lessons typically engaged students only at lower levels of learning (knowledge and comprehension) rather than higher-order thinking skills.
The authors note that "most submissions for this portion of the Net Zero Lesson lacked insightful and meaningful conclusions connected to assessment results" and that students "were given little opportunity to demonstrate learning beyond application of the information." For example, lessons often focused on having students remember facts about energy efficiency or renewable resources, but rarely pushed them to analyze, evaluate, or create with this knowledge.
The paper suggests that teacher candidates needed better preparation to:
- Design student-centered and problem-based tasks that would engage students in complex thinking
- Create assessments that measure higher-level learning outcomes
- Develop lessons that challenge students beyond basic knowledge acquisition
- Take better advantage of the rich resources available at the net-zero school to create "challenging, enriched, and differentiated curricula for all students"
The experience also highlighted the need for deeper sustainability education within teacher preparation programs, as many candidates had limited environmental education training.
The partnership between the university and the forward-thinking school district proved valuable for all involved. Teacher candidates observed firsthand how a building can serve as a teaching tool, helping students learn from their constructed environment. The authors conclude that teacher education programs should seek out similar opportunities for candidates to engage in collaborative and transformative learning related to environmental sustainability, which ultimately contributes to preparing students for creating a more sustainable world.
The Bottom Line
This article examines how teacher candidates from Western Kentucky University completed field experiences at the nation's first net zero school, a facility generating as much energy as it consumes through renewable sources. Sixteen teacher candidates conducted research in three groups to investigate how the sustainable building impacts teachers, students, and the community, while also developing and teaching lessons incorporating the school's unique features. Teachers expressed pride in the innovative facility, students demonstrated high awareness of sustainability concepts, and community members reported adopting energy-saving practices inspired by the school. The research revealed that while the experience was valuable, teacher candidates needed better preparation to design lessons encouraging higher-level thinking rather than basic knowledge acquisition. The authors conclude that teacher education programs should provide more opportunities for candidates to engage with environmental sustainability concepts, as such experiences help prepare future teachers to contribute to a more sustainable world.