Encouraging Environmental Sensitivity and Earth Science Performance: Perceptions from First-Year Teacher Education Students

This study explores the environmental sensitivity of first-year teacher education stu dents, focusing on the relationship between their Earth Science performance, demographic factors, and their cognitive and emotional responses to environmental challenges. Using a descriptive correlational design within a mixed-methods framework, the research incorporates tools such as the Environmental Sensitivity Test (EST), focus group discussions (FGDs), and eco-mapping to comprehensively collect and analyze data. The findings reveal that while students exhibit a general awareness of environmental issues, this awareness does not consistently translate into sustainable practices, particularly in areas such as water conservation and waste management. A weak and statistically insignificant correlation was identified between Earth Science performance and environmental sensitivity, indicating that academic achievement in the subject does not necessarily lead to environmentally responsible behaviors. The results underscore the importance of teacher education programs integrating principles of behavioral psychology, experiential learning, and focused environmental education. Specifically, secondary science teachers should be equipped with practical strategies, such as implementing project-based learning, organizing community-centered environmental initiatives, and fostering interdisciplinary approaches to sustainability. These interventions address the gap in preparing future educators to effectively advocate for and implement sustainable practices. Strengthening teacher preparation programs with these components ensures that science educators are better equipped to cultivate a new generation of environmentally responsible citizens.