This paper analyzed the relationship that certain demographic and educational variables
might have on the training in environmental education (EE) received by undergraduate students
enrolled in a Degree in Primary Education (DPE) at two Spanish universities. For this purpose,
they were given a questionnaire to assess the link between certain personal and educational
characteristics relating to the students in the sample (n = 274) and three components of an
environmental competence (EC) model: environmental knowledge, attitudes, and behaviors.
The results indicate that variables like gender, the students’ habitual place of residence, the type
of leisure activities they undertook, and some educational factors had a significant impact on the
acquisition of the said competencies. In light of these outcomes, the paper reflects on the possible role
that non-university contexts might play in environmental education for pre-service teachers.
