Damoah, B., & Omodan, B. I. (2023). Tracing the Footprints of Environmental Education in Teacher Education: A Review of Pre-Service Teachers’ Training in Universities.

has been cited by the following article:

• TITLE: Exploring Environmental Education Content and Pedagogical Skills for Trainee Teachers: A Study on Ecological Literacy, Environmental Issues, and Practical Teaching Approaches

  AUTHORS: Batool Ishaque, Irfa Ahmer Paul, Hareem Fatima

  KEYWORDS: Environmental Education, Ecological Literacy, Pedagogical Skills, Teacher Training, Sustainable Teaching Practices

  JOURNAL NAME: Open Journal of Social Sciences, Vol.13 No.1, January 15, 2025

  ABSTRACT: This study explores the extent to which environmental education content and pedagogical skills are incorporated into teacher training programs, focusing on ecological literacy, understanding of environmental issues, and practical teaching methods. Through directed content analysis of the B.Ed. curriculum based on frameworks from UNESCO and similar bodies, the research reveals that while the curriculum covers basic instructional strategies, it lacks practical approaches to environmental education and community-based engagement. The literature discussed the Environmental Education, SDGs, environmental conditions, sustainable education and their associations with one another. In achieving the goal of the research, the researcher had employed Qualitative research. Content Analysis research design was used. The study concludes that future educators require a more holistic curriculum that emphasizes critical thinking, community involvement, and sustainable practices, equipping them to effectively address environmental challenges and promote ecological awareness within their teaching. Recommendations call for enhancing the curriculum with practical applications to foster both ecological literacy and sustainable practices among trainee teachers.