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Changes in Pre-Service Teachers’ Values, Sense of Agency, Motivation and Consumption Practices: A Case Study of an Education for Sustainability Course

Author

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  • Eileen Merritt

    (Mary Lou Fulton Teachers College, Arizona State University, Tempe, AZ 85306, USA)

  • Annie Hale

    (School for the Future of Innovation in Society, Arizona State University, PO Box 875603, Tempe, AZ 85287, USA
    Biodesign Institute’s Sustainability Science Education Project, Arizona State University, Tempe, AZ 85287, USA)

  • Leanna Archambault

    (Mary Lou Fulton Teachers College, Arizona State University, Tempe, AZ 85306, USA)

Abstract

Teacher education has a critical role to play as people around the world strive to reach the Sustainable Development goals. Education for sustainability (EfS) aims to motivate and prepare educators to create a more sustainable future through education. The purpose of this case study was to explore pre-service teachers’ changes in their values, sense of agency, consumption practices and motivation after participation in a required EfS course. Students were enrolled in a hybrid course that conveyed content through digital stories followed by reflections, in-class discussions and activities. Ninety-one undergraduate students completed pre- and post-course surveys. Students reported significant changes in their beliefs about the relevance of sustainability education, attitudes toward sustainable development, self-efficacy, locus of control and sustainable consumption practices. Qualitative analysis of an open-ended question served to triangulate quantitative findings. Results support the need and potential for EfS courses for educators, particularly in the United States where such courses are not typically required or even offered at most universities.

Suggested Citation

  • Eileen Merritt & Annie Hale & Leanna Archambault, 2018. "Changes in Pre-Service Teachers’ Values, Sense of Agency, Motivation and Consumption Practices: A Case Study of an Education for Sustainability Course," Sustainability, MDPI, vol. 11(1), pages 1-15, December.
    • Handle: RePEc:gam:jsusta:v:11:y:2018:i:1:p:155-:d:193791
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    References listed on IDEAS

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    1. Julie Kennelly & Neil Taylor & T. W. Maxwell, 2008. "Addressing the Challenge of Preparing Australian Pre-service Primary Teachers in Environmental Education," Journal of Education for Sustainable Development, , vol. 2(2), pages 141-156, September.
    2. World Commission on Environment and Development,, 1987. "Our Common Future," OUP Catalogue, Oxford University Press, number 9780192820808.
    3. Franziska Bertschy & Christine Künzli & Meret Lehmann, 2013. "Teachers’ Competencies for the Implementation of Educational Offers in the Field of Education for Sustainable Development," Sustainability, MDPI, vol. 5(12), pages 1-14, November.
    4. Ivar Krumpal, 2013. "Determinants of social desirability bias in sensitive surveys: a literature review," Quality & Quantity: International Journal of Methodology, Springer, vol. 47(4), pages 2025-2047, June.
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    1. Konrad Kulikowski & Sylwia Przytuła & Łukasz Sułkowski, 2021. "The Motivation of Academics in Remote Teaching during the Covid-19 Pandemic in Polish Universities—Opening the Debate on a New Equilibrium in e-Learning," Sustainability, MDPI, vol. 13(5), pages 1-16, March.
    2. Tahseen Asif & Ouyang Guangming & Muhammad Asif Haider & Jordi Colomer & Sumaira Kayani & Noor ul Amin, 2020. "Moral Education for Sustainable Development: Comparison of University Teachers’ Perceptions in China and Pakistan," Sustainability, MDPI, vol. 12(7), pages 1-20, April.
    3. Hiroko Yamano & John Jongho Park & Nathan Hyungsok Choe & Ichiro Sakata, 2022. "Understanding Students’ Perception of Sustainability: Educational NLP in the Analysis of Free Answers," Sustainability, MDPI, vol. 14(21), pages 1-16, October.

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