Eco-Literacy Awareness of Pre-Service Science Teachers: Assessment of Knowledge, Awareness, Ethics, Emotion, and Behaviour
DOI:
https://doi.org/10.69569/jip.2025.088Keywords:
Eco-literacy, Ecological awareness, Ecological behaviour, Ecological emotions, Ecological ethicsAbstract
This study identified the level of eco-literacy awareness of pre-service science teachers through the five components: knowledge, awareness, ethics, emotion, and behaviour. It also identified the relationship of these five components to age and gender. The study’s results show that the respondents have high eco-literacy awareness, with an average mean of 4.21. However, despite the high average means between knowledge, awareness, ethics, and emotion, it was observed that ecological behavior was notably lower at a moderate level, with a mean of 3.64. There are indicators in each component that scored low which are (1) living a low-carbon lifestyle, (2) protection of every species that are present in the environment, (3) individual accountability and social responsibility towards environmental protection, (4) role of nature in human development and (5) kind action towards the environment. Also, it was shown from the statistical result of Pearson correlation that there is no significant relationship between age and gender to eco-literacy awareness, with p-values > 0.05. These results suggest that high eco-literacy awareness in terms of knowledge, awareness, ethics, and emotions is not affected by age and gender. Lastly, based on the results, the study suggests researching framework development to enhance education, particularly on the roles and benefits of unpopular and harmful species, to have programs and projects that can help promote personal accountability, and to address anthropocentric views towards nature.
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