2026-04-14T17:08:06Zhttps://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 2019-10-02T21:46:44Z 2019-10-02T21:46:44Z 2019 Sustainability 2019, 11(16), 4412 http://uvadoc.uva.es/handle/10324/38324 10.3390/su11164412 4412 16 Sustainability 11 2071-1050 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. spa info:eu-repo/semantics/openAccess Variables Influencing Pre-Service Teacher Training in Education for Sustainable Development: A Case Study of Two Spanish Universities info:eu-repo/semantics/article