From Scenario to Action: The Disconnect in Prospective Teachers' Sustainability Competencies
Yazarlar (2)
Doç. Dr. Halil İbrahim AKYÜZ Kastamonu Üniversitesi, Türkiye
Dr. Öğr. Üyesi Mustafa ERDEMİR Kastamonu Üniversitesi, Türkiye
| Makale Türü | Özgün Makale (SSCI, AHCI, SCI, SCI-Exp dergilerinde yayınlanan tam makale) | ||
| Dergi Adı | SUSTAINABILITY (Q2) | ||
| Dergi ISSN | 2071-1050 Wos Dergi Scopus Dergi | ||
| Dergi Tarandığı Indeksler | SSCI, SCI-Exp, SCOPUS, Curation, Current Contents Agriculture Biology & Environmental Sciences, Current Contents Social And Behavioral Sciences, Essential Science Indicators, Journal Citation Reports Social Sciences, Reference Master, Sophia | ||
| Makale Dili | Türkçe | Basım Tarihi | 03-2026 |
| Cilt / Sayı / Sayfa | 18 / 6 / 1–20 | DOI | 10.3390/su18062990 |
| Makale Linki | https://doi.org/10.3390/su18062990 | ||
| UAK Araştırma Alanları |
Bilgisayar ve Öğretim Teknolojileri Eğitimi
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| Özet |
| This study examines prospective teachers' perceptions of sustainable development (SD) and explores the relationship between the SD scenarios they developed and the actions they performed. Based on 58 scenarios and 128 actions reported by pre-service teachers, the study found that scenarios primarily focused on education, resource conservation, and waste management. While the environmental dimension emphasized protection, economic and social dimensions were largely associated with financial savings and public welfare. In contrast, participants' actual behaviors were predominantly limited to simple resource conservation, such as turning off lights and saving water. A significant discrepancy emerged: despite the strong emphasis on education-related themes in scenarios, educational actions were notably limited in practice. These results suggest that prospective teachers' high cognitive awareness of SD is only partially reflected in their practical engagement. The findings highlight a "cognitive--practice gap," underscoring the need for teacher education programs to prioritize action-oriented competencies. |
| Anahtar Kelimeler |
| sustainable development | pre-service teachers | scenarios | actions | environmental | economic | social dimensions |
BM Sürdürülebilir Kalkınma Amaçları
| Atıf Sayıları | |
| Google Scholar | 1 |