Environmental literacy profile of pre-service biology teachers in the context of SSI-STEAM integrated learning

Abstract Environmental literacy is a foundational competence for pre-service biology teachers, encompassing the ability to understand ecological phenomena, critically evaluate socio-scientific environmental issues, and engage in responsible environmental action. This study examined the environmental literacy profile of Biology Education students at Universitas Muhammadiyah Makassar who participated in SSI-STEAM integrated learning in an Environmental Education course. A mixed methods explanatory sequential design was employed with 40 students recruited through total sampling. Quantitative data were collected using a 40-item environmental literacy questionnaire covering five dimensions: environmental knowledge, environmental awareness and concern, SSI-based critical thinking, STEAM based problem solving and decision making, and pro environmental behavior and participation. Semi-structured interviews provided qualitative data. Overall environmental literacy was very high (M = 4.39; 87.7%). Environmental awareness and concern and pro environmental behavior and participation achieved the highest scores (M = 4.72 and M = 4.79 respectively), both in the very high category. SSI-based critical thinking obtained the lowest score (M = 3.93; 78.6%), classified as high indicating that deliberative argumentation remained the most challenging dimension to develop within a single course-based intervention. The findings support SSI-STEAM integration as a productive pedagogical model while identifying scientific argumentation as the priority area for future curricular strengthening.