This systematic literature review analyzed 24 documents (22 peer-reviewed journal articles and two doctoral theses) examining the relationship between environmental education (EE) and pre-service primary school teacher training. The authors employed a rigorous three-stage methodology: locating documents through comprehensive database searches, establishing selection criteria, and analyzing the selected documents using clear dimensions.
The review identified four main categories of research on this topic: analysis of EE in pre-service teacher training, analysis of training experiences, proposals for EE models, and integration of EE into teacher training curricula:
- Assessment of environmental competences: Multiple studies across various countries consistently revealed low levels of environmental knowledge and literacy among pre-service teachers, despite generally positive attitudes toward environmental education. For instance, research by Boon (2010) found no significant differences in environmental knowledge between pre-service teachers and secondary school students, while Puk and Stibbards (2010) revealed that pre-service teachers lacked understanding of core ecological concepts. This concerning gap highlights the urgent need for stronger EE components in teacher preparation programs.
- Training experiences and methodologies: Research evaluating specific EE courses, models, and teaching approaches showed that collaborative, interdisciplinary, and experiential learning activities were most effective for developing environmental competencies in future teachers. For example, Kilinç (2010) found that action research projects improved pre-service teachers' pro-environmental behavior, while Andersson et al. (2013) showed that an ESD course positively affected student teachers' beliefs and moral standards regarding sustainability. However, many faculty members themselves lacked the necessary expertise to deliver effective environmental education.
- Proposed training models: Several studies outlined models for integrating environmental competencies into teacher education, emphasizing the need for both content knowledge (ecological understanding) and pedagogical skills (how to teach EE effectively). Some of the models date back to the 1980s, however, such as those proposed by Caduto (1985) and Wilke (1985), and may need revision.
- Curriculum integration: Analysis of university curricula revealed that environmental education is severely underrepresented in teacher preparation programs, with few dedicated courses and insufficient integration across disciplines. A study of Spanish universities found that only 26% included a specific EE subject in their primary teacher training programs, and these were always optional rather than mandatory.
The authors concluded with several recommendations: implementing a thorough review of how environmental competencies are taught in teacher education, establishing clear minimum criteria for EE in teacher training curricula, improving the relevance of EE concepts and competencies, analyzing which teaching methodologies most effectively improve environmental competencies, promoting experiential learning, and implementing specific compulsory EE modules for pre-service teachers.
The Bottom Line
This systematic literature review of 24 documents evaluating environmental education (EE) in pre-service primary teacher training reveals critical gaps in implementation despite decades of emphasis from UNESCO and other organizations. The evidence consistently shows pre-service teachers have inadequate environmental knowledge, poor environmental literacy, and insufficient training in EE pedagogical approaches. While student teachers generally display positive attitudes toward environmental education, their curricula rarely include dedicated EE courses or adequate integration across disciplines. The researchers recommend implementing clear environmental competency standards in teacher training programs, incorporating specific mandatory EE modules, promoting experiential learning methodologies, and revising curricula to ensure future teachers can effectively integrate environmental education in primary schools.