Does academic progression make a difference in plant awareness? Evidence from pre-service biology teachers

Plant awareness, defined as the ability to notice, understand, and value plant life, has been widely discussed in relation to plant awareness disparities in education. Within teacher education, it is often assumed that continued exposure to biology coursework enhances plant-focused awareness. This study examined whether plant awareness differs across semester cohorts and whether demographic characteristics are associated with its distribution among 687 pre-service biology teachers. Using a multidimensional survey framework, data were collected from students across different semesters of the biology teacher education programme. The findings revealed a differentiated pattern across five analytical domains related to plant awareness. Pedagogical self-efficacy was relatively strong, whereas attentional and interest-based domains remained comparatively lower. There are no consistent or systematic differences across the semester cohorts and only weak associations with demographic factors. These results challenge the assumption that routine academic exposure is sufficient to cultivate a plant-focused engagement. Conceptually, attention, knowledge, and attitudes are treated as core dimensions of plant awareness, while relative interest and pedagogical self-efficacy are examined as related motivational and professional constructs. This study suggests that strengthening plant awareness in teacher education requires deliberate curricular strategies that foster sustained perceptual, cognitive, and affective engagement with plant life.