2026-04-27T21:50:56Zhttps://uvadoc.uva.es/oai/request

oai:uvadoc.uva.es:10324/383242021-06-23T10:10:19Zcom_10324_1151com_10324_931com_10324_894col_10324_1278

Álvarez García, Olaya García Escudero, Luis Ángel Salvà Mut, Francisca Calvo Sastre, Aina 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. 2019-10-02 2019-10-02 2019 info:eu-repo/semantics/article Sustainability 2019, 11(16), 4412 http://uvadoc.uva.es/handle/10324/38324 10.3390/su11164412 4412 16 Sustainability 11 2071-1050 spa info:eu-repo/semantics/openAccess