Assessment of sustainability consciousness among pre-service teachers in China under the “Double Carbon” goal

Purpose This study aims to identify the level of sustainability consciousness among preservice teachers in China under the “Double Carbon” goal. Design/methodology/approach A sustainability consciousness questionnaire was distributed to 2,795 preservice teachers aged 17–26 years old from first-year undergraduate to third-year postgraduate students through an online questionnaire tool. The mean, standard deviation and correlation of their sustainability knowingness, attitude and behavior were analyzed using SPSS software. Findings First, preservice teachers scored high in sustainability knowingness, attitude and behavior. Second, across different household types, disciplines and university levels (double first-class and nondouble first-class), preservice teachers’ sustainability consciousness scores were comparable to each other. Finally, a negative correlation was found between sustainability knowingness and attitude as well as knowingness and behavior. However, the authors observed a positive correlation between sustainability attitude and behavior. Overall, the level of sustainability consciousness among Chinese preservice teachers is high and no significant differences exist between the sustainability consciousness of preservice teachers with different household types, in different disciplines and at different levels of universities. Influenced by the contextual differences of the relevant concepts in the questionnaire, there is a certain degree of structural differences in the preservice teachers’ level of sustainability consciousness across the dimensions. Originality/value This study contributes to the literature by investigating the current status of sustainability consciousness level among preservice teachers in China under the “Double Carbon” goal. The findings of this study provide universities and relevant departments with recommendations for education for sustainable development policies.