Practices in Pedagogical Approaches and Teaching Strategies for Environmental & Sustainability Education: A Systematic Review of Pre-Service Teacher Programs

• In Event: Poster Session 10
  In Poster Session: Practices in Pedagogical Approaches and Teaching Strategies for Environmental & Sustainability Education: A Systematic Review of Pre-Service Teacher Programs

Proposal

Climate change impacts not only the environment but also social justice, cultural diversity, and human well-being, making it a global responsibility to promote environmental and economic justice (Mertens & Wilson, 2012). Currently, few countries have frameworks for Education for Sustainable Development in higher education institutions (Gamage et al., 2022), and Sustainability Education (SE) is underprioritized in many K-12 systems (UNESCO, 2021a). Teachers worldwide face challenges integrating these topics, with 25% lacking confidence in teaching sustainability (UNESCO, 2021b). Studies show teachers have positive attitudes toward SE but need subject-specific approaches and better resources (Peedikayil et al., 2023; Waltner et al., 2020). In the U.S., 75% of teachers lack formal training in SE (Education Week, 2023), though many believe it should be included in curricula (Kamenetz, 2019). Teacher Sustainability Education (TSE) aims to equip educators with the skills to address climate challenges (Fischer et al., 2022), but gaps in systematic training and resources remain, as studies by McKeown-Ice (2000) and Gough (2016) highlight. More effort is needed to integrate sustainability into teacher education programs effectively.
This systematic literature review uncovers effective pedagogical approaches, measurable outcomes, and challenges in SE programs for pre-service teachers. We examined how these programs have been implemented across diverse contexts, identifying gaps and successes in integrating sustainability. Following PRISMA guidelines, we conducted a review using six databases: ERIC, Academic Search Ultimate, Education Full Text, Professional Development Collection, Web of Science, and ScienceDirect. The search yielded 330 articles, with 55 retained for coding and analysis. Using MAXQDA, we analyzed data on pedagogical approaches, activities, outcomes, challenges, and institutional contexts.
The preliminary analysis reveals a diversity of pedagogical approaches and teaching strategies, with “Active Learning” emerging as the dominant approach in 72% of the articles. Key subcategories include Reflective Learning, Critical Pedagogy, Project-Based Learning, and Technology-Enhanced Learning approaches. These approaches were generally successful in fostering positive shifts in environmental literacy, teaching self-efficacy, fostering critical thinking, problem-solving, research and collaboration among pre-service teachers. In addition, cultural and contextual factors, such as geographical location and institutional settings, have influenced the design and implementation of TSE programs. TSE has been more commonly embedded in pre-service teacher education in predominantly developed countries such as the USA, Canada, Australia, and Spain. Challenges identified include policy and institutional barriers, resource constraints, insufficient faculty preparation, and students’ emotional and psychological challenges. Recommendations from case studies highlight the importance of interdisciplinary approaches, technology integration, changes in structural and instructional elements, pedagogical reform, and fostering social and emotional connections to sustainability education.
This review highlights the critical role of pre-service teacher programs in advancing SE and the need for adaptable, context-specific pedagogical approaches. The findings offer valuable insights for educators, policymakers, and institutions looking to enhance SE in teacher education. Future research should focus on overcoming the obstacles to implementing SE and exploring innovative strategies for integrating sustainability into teacher training programs.

Authors

• Aigul Rakisheva, UIUC

• Samantha Lindgren, University of Illinois Urbana-Champaign