Exploration of Environmental Knowledge, Sustainability Awareness, Pro-Sustainability Behavioural Tendencies, and Sustainable Lifestyles among Prospective Economics Educators

Abstract

Economic education is crucial for developing future educators who are economically proficient and possess strong sustainability awareness. This study comprehensively explores the environmental knowledge, sustainability awareness, pro-sustainability behavioural tendencies, and sustainable lifestyles of 238 prospective economics teacher students. Utilising a quantitative descriptive survey method, data were collected via Likert-scale questionnaires through proportional random sampling. Results indicate that while environmental knowledge and sustainability awareness are fairly good, the integration of sustainability issues into current learning is limited. Pro-sustainability behaviours show promise in technology use and cultural value application, but involvement in environmental organisations remains minimal. Similarly, sustainable lifestyles are reflected in understanding life's meaning and relational well-being, yet they lack appreciation for non-human system involvement. The study concludes that strengthening economics education curricula with applicable and contextual sustainability content is vital. Furthermore, encouraging student participation in environmental communities and enhancing project-based learning, critical reflection, and interdisciplinary collaboration are essential. Ultimately, prospective economics teachers must be empowered to become agents of change for a sustainable future.