Examining pre-service primary school teachers’ views on fostering environmental awareness in elementary students

Pre-service primary teachers’ perceptions are vital for fostering sustainable environmental consciousness. This qualitative case study explored the views of 20 pre-service teachers at a university in the central district of Tokat province on cultivating environmental awareness among elementary students. Participants from different year cohorts were chosen through criterion sampling. Data were collected via semi-structured, expert-validated interviews lasting 9 to 10 minutes, recorded and fully transcribed. Content analysis with independent comparative coding and peer review enhanced reliability. Ethical principles, including voluntary participation and confidentiality, were rigorously upheld. Results indicated strong support for early environmental education and highlighted interactive strategies—observation, experimentation, and project-based learning shape perceptions and behaviors. Participants stressed moving beyond theoretical coverage toward practical, student-centered experiences that influence habits. They also underscored cross-curricular integration and community partnerships as valuable support for implementation. Overall, the study suggests enriching teacher education programs with hands-on and participatory environmental components to prepare future educators to foster lasting responsibility.