The Impact of a Sustainability Education Initiative on Pre-Service Teachers: Changes in Environmental Attitudes, Willingness to Act, and Ecological Footprint

Abstract

This study investigated the impact of a sustainability-focused educational initiative on pre-service teachers’ environmental attitudes, willingness to act, and ecological footprint. Sixty pre-service teachers participated in a six-week structured program that integrated inquiry-based learning, experiential activities, and problem-solving tasks. Using validated instruments, pre- and post-intervention surveys measured environmental attitudes, willingness to act, and ecological footprint. Paired-sample t-tests and repeated-measures ANOVA revealed significant improvements across all variables. Environmental attitudes increased (M = 3.45, SD = 0.65 pre; M = 4.10, SD = 0.50 post; t(59) = 6.50, p < 0.001), as did willingness to act (M = 3.20, SD = 0.70 pre; M = 4.00, SD = 0.55 post; t(59) = 7.25, p < 0.001). Participants’ ecological footprint decreased significantly (M = 2.80, SD = 0.85 pre; M = 2.30, SD = 0.75 post; t(59) = −5.85, p < 0.001). Moderation and mediation analyses revealed a strong relationship between attitude change and behavioral shifts (B = 0.25, SE = 0.07, t = 3.57, p < 0.001). These results highlight the effectiveness of sustainability education in fostering cognitive and behavioral transformation. As these pre-service teachers transition into professional educators, their enhanced environmental awareness and sustainable behaviors may influence future generations, promoting long-term ecological responsibility in schools and communities. This highlights the need to integrate sustainability-focused programs into teacher education worldwide.

1. Introduction

As global climate challenges intensify, sustainability education is becoming an essential component of teacher preparation programs. Pre-service teachers play a pivotal role in shaping environmentally responsible future citizens, making their training in sustainability pedagogy increasingly important. To this end, hands-on, inquiry-based, and project-oriented methods have proven particularly effective in promoting meaningful engagement with environmental content [1,2,3].

This study examines how sustainability initiatives shape pre-service teachers’ attitudes, willingness to act, and ecological footprint. Beyond knowledge, they must develop a sense of responsibility. If effective, these programs can extend their impact beyond the classroom to the community.

In Israel, sustainability education faces unique challenges. Despite growing public concerns about climate change and environmental degradation, educational policies vary in how environmental topics are integrated across teacher training institutions. Socio-political tensions, demographic diversity, and infrastructural disparities further complicate consistent implementation. Addressing this context is essential, as pre-service teachers in Israel operate within a complex landscape that requires context-sensitive and culturally attuned sustainability education [3,4].

Research indicates that pre-service teachers value sustainability but lack training in its implementation [5,6], with coursework gaps evident [7].

This study addresses these gaps by evaluating a structured sustainability initiative, offering insights into integrating effective methods into teacher training.

This study builds on prior work emphasizing experiential sustainability education [8,9]. However, it makes a unique contribution by examining a comprehensive, multi-component intervention within a Middle Eastern teacher training context—an underrepresented region in environmental education research. This study addresses a noted gap regarding how structured pedagogical initiatives affect not just knowledge but also attitudes and lifestyle-related behaviors among pre-service teachers.

Given the increasing urgency of environmental issues and the inconsistent integration of sustainability in teacher education programs, this study aims to examine how a structured, multidimensional sustainability education initiative influences three core outcomes among pre-service teachers: (1) environmental attitudes, (2) willingness to act, and (3) ecological footprint. By situating the intervention within a Middle Eastern teacher training context, this study addresses a critical gap in regional research while offering globally relevant insights into the pedagogical tools needed to foster long-term environmental responsibility among future educators.

1.1. Literature Review

1.1.1. Global Approaches to Sustainability in Education

Sustainability education is gaining global momentum as nations respond to mounting ecological crises. In Europe, sustainability is commonly embedded in curricula through the integration of theory and practice, as well as hands-on learning approaches such as outdoor inquiry and service learning [10,11]. In North America, particularly the United States, STEM-oriented sustainability instruction is widely used to promote systems thinking and interdisciplinary problem solving [12,13]. Meanwhile, Asian educational systems are increasingly incorporating sustainability through community-driven and character-based pedagogies [14,15], while several African contexts integrate indigenous ecological knowledge alongside modern environmental science [8]. These diverse strategies highlight the role of cultural and regional adaptations in shaping how sustainability is taught.

1.1.2. The Role of Pre-Service Teacher Training

Teacher training programs are critical for cultivating environmental responsibility. Research indicates that pre-service teachers frequently lack the knowledge and pedagogical tools necessary to implement sustainable practices in classrooms [6,16]. In some countries, dedicated coursework in environmental education is still absent or marginal, particularly outside the European Union [15,17]. When integrated, effective programs frequently employ experiential strategies, such as project-based learning and real-world engagement, to enhance both knowledge and environmental identity [8,18].

1.1.3. Experiential and Inquiry-Based Approaches

Experiential learning, including gardening, nature-based field trips, and ecological data collection, has been shown to foster deeper engagement and more positive environmental attitudes [19,20]. Project-based activities also support student agency and relevance in sustainability education [9]. STEM-based methods also contribute to the development of critical thinking and sustainability competencies, particularly when applied to environmental contexts such as energy systems or waste reduction [12,16].

1.1.4. From Attitudes to Action

Shifting environmental attitudes does not always translate into behavior change, underscoring the importance of combining cognitive, emotional, and social components in education [21,22]. Interventions that engage learners in civic-oriented tasks, such as sustainability pledges, local campaigns, or designing solutions, are more likely to bridge this gap [8,9].

1.2. Theoretical Framework

Sustainability education is informed by various theories that shape teaching strategies and influence the attitudes of pre-service teachers [10,23]. Ajzen’s Theory of Planned Behavior (TPB) connects sustainable actions to attitudes and perceived control, enhancing engagement [24]. Mezirow’s Transformative Learning Theory [25,26] guided the reflective elements of the intervention, encouraging participants to challenge assumptions about sustainability. Bandura’s Social Learning Theory [27] was particularly relevant during the trial teaching phase, where modeling sustainable behavior was a central component. The Theory of Planned Behavior [2] provides a framework for analyzing attitudes and behavioral intentions [11,25].

This study draws upon several complementary theoretical perspectives. First, Ajzen’s Theory of Planned Behavior (TPB) [26] posits that behavioral intentions are shaped by attitudes, subjective norms, and perceived control, offering a foundational model for interpreting changes in willingness to act. Mezirow’s Transformative Learning Theory [26] informs the intervention’s reflective activities, which were designed to challenge assumptions and promote critical environmental consciousness. Bandura’s Social Learning Theory [27] emphasizes the importance of modeling and peer influence, which is particularly relevant in the peer-teaching and group feedback components of the program. Kolb’s Experiential Learning Theory [28] underpins the program’s structure, which cycles through experience, reflection, conceptualization, and experimentation. Finally, Bronfenbrenner’s Ecological Systems Theory [29] highlights the interaction between individuals and their environments, reinforcing the importance of connecting sustainability learning with real-world contexts.

1.3. The Current Research

1.3.1. The Objectives of This Study

This study examines the impact of a sustainability education initiative on pre-service teachers’ attitudes, willingness to act, and ecological footprint. It evaluates whether various teaching models can significantly influence these factors and explores their interactions following the intervention.

Although the intervention included diverse pedagogical strategies, such as inquiry-based learning, STEM integration, and experiential methods, these were integrated into a single instructional framework and applied uniformly across the participant group. Therefore, this study does not compare distinct models but instead evaluates the cumulative effect of a multi-faceted instructional approach through a pre–post design.

1.3.2. Research Questions

• Impact on Attitudes: Does the sustainability initiative significantly improve pre-service teachers’ environmental attitudes?
• Effect on Willingness to Act: To what extent does the initiative increase participants’ willingness to engage in pro-environmental actions?
• Ecological Footprint Reduction: Does the program lead to a measurable decrease in participants’ ecological footprint?
• Attitude–Action Relationship: Is there a correlation between improved attitudes and increased willingness to act post-intervention?
• Interactions Between Variables: How do changes in attitudes, willingness to act, and ecological footprint interact after the intervention?

1.3.3. Research Hypotheses

Based on prior studies linking sustainability education with shifts in environmental awareness and action [4,8,16,30], the following hypotheses were proposed:

H1: 

The educational initiative will improve pre-service teachers’ environmental attitudes.

H2: 

The program will increase willingness to engage in pro-environmental behaviors.

H3: 

Improvements in attitudes and willingness to act will be associated with reductions in participants’ ecological footprints.

2. Materials and Methods

2.1. Research Design

This study uses a quantitative pre–post design to measure key variables before and after an intervention, assessing the impact of an educational initiative on pre-service teachers’ sustainability attitudes, willingness to act, and ecological footprint.

Due to institutional constraints and ethical considerations, a randomized experimental design was not feasible. All participants received the intervention as part of their coursework. We acknowledge that measuring variables at two closely spaced time points may increase the risk of social desirability bias, especially in self-reported attitudes. To mitigate this, questionnaires were anonymized, and participants were assured that their responses would not influence course grades or evaluations.

• Participants

Participants were recruited through announcements posted in academic classrooms and via direct outreach by course instructors at Sakhnin College. Participation was voluntary, with no financial compensation. However, students received recognition for completing an extracurricular academic enrichment activity, which may have contributed to their motivation to participate in such activities (

Table 1. Demographic data.

Variable	N (%)/M ± SD
Sex
Female	48 (80%)
Male	12 (20%)
Age (Mean ± SD)	25.0 ± 1.4

).

This study involves 60 third-year pre-service teachers at Sakhnin College in northern Israel who are pursuing a Bachelor’s degree in Elementary Education with a focus on science. The participants, aged 23 to 27 (average age 25, standard deviation 1.4), are predominantly female (48 women, 80%; 12 men, 20%). Demographic data included only gender and age, as these were the most relevant to this study’s aims. Other characteristics were not retained for analysis to maintain focus on core research variables.

A sensitivity power analysis using G*Power (50) indicated that, with 60 participants, this study had over 0.90 power to detect medium-sized effects (Cohen’s d = 0.5) in paired comparisons (α = 0.05, two-tailed).

2.2. Educational Initiative Description

The sustainability initiative was implemented over six consecutive weeks, each comprising a structured two-hour session that combined theoretical foundations, practical experiences, and reflective discussions. The pedagogical design followed a phased model consisting of introduction, engagement, and reflection. In the first week, participants analyzed case studies and engaged in inquiry-based learning activities to explore foundational concepts related to sustainability. Week two extended learning into the field through outdoor environmental observations. This experiential component aimed to foster a direct connection with local ecological systems, serving as a basis for reflective journaling.

In the third week, pre-service teachers collaborated in small groups to address real-world sustainability challenges through interdisciplinary problem-solving tasks. This approach encouraged critical thinking and systems analysis. Week four introduced a STEM-based laboratory project, where participants investigated the efficiency of renewable energy sources through hands-on experimentation. This phase emphasized the application of scientific reasoning to environmental contexts.

Week five shifted to a creative pedagogical focus, incorporating storytelling as a vehicle for environmental education. Participants designed and shared narratives that illustrated sustainability principles, drawing connections between science, society, and individual agency.

Finally, in week six, the pre-service teachers delivered micro-teaching sessions based on sustainability lesson plans they had developed. Each participant also formulated a personal sustainability pledge, integrating learned content into long-term behavioral commitments. This culminating session served both evaluative and transformative functions by emphasizing the importance of follow-through and Civic Responsibility.

As part of week six, participants also engaged in a micro-teaching component where they implemented sustainability lessons in real classrooms. This served as an authentic application of the skills and concepts gained, allowing participants to receive feedback from mentor teachers. These teaching activities reflected the intervention’s emphasis on modeling sustainable behavior and experiential learning.

While the intervention intentionally integrated multiple components (e.g., inquiry, STEM, experiential learning), the current design does not isolate the relative impact of each. Future research should employ dismantling or comparative studies to evaluate which components—reflective activities, hands-on experiments, or field-based learning—most significantly contribute to changes in attitude and behavior.

2.3. Theoretical and Practical Components

The intervention strategically blended theoretical models with practical applications to reinforce the learning objectives. Inquiry-based learning and project-based learning were core instructional strategies that engaged participants in open-ended investigations and collaborative solutions to authentic environmental issues. These methods cultivated skills in questioning, evidence evaluation, and critical analysis—key competencies for sustainability education.

The program also integrated experiential learning through structured outdoor observations and involvement in community-related ecological tasks. These activities enabled participants to ground abstract sustainability concepts in lived experience, thereby deepening their cognitive and emotional engagement. The STEM elements, particularly the renewable energy experiments, provided opportunities to apply scientific and mathematical reasoning to environmental challenges, bridging disciplinary boundaries and reinforcing the relevance of science in everyday ecological decision making.

Additionally, storytelling was employed as a pedagogical tool to humanize complex sustainability themes. Through the development and presentation of narratives, participants reflected on the cultural, ethical, and emotional dimensions of environmental responsibility. Each of these components—whether cognitive, affective, or practical—was aligned with the overarching goal of equipping pre-service teachers with multidimensional instructional strategies that they could later adapt and implement in their professional practice.

2.4. Mentor Feedback and Peer Reflection in Sustainability Teaching

Mentor Teacher Feedback: Secondary school teachers observed lessons and offered immediate feedback on teaching effectiveness, student engagement, and clarity of sustainability concepts.

Peer Review and Reflection: After each trial, pre-service teachers participated in group reflections to discuss successes and challenges, review student engagement and outcomes, and receive constructive critiques from peers and faculty mentors.

2.5. Instruments

This study utilized three main instruments (Appendix A): (1) a 24-item version of the Environmental Attitudes Inventory (EAI) [31] to measure attitudes (Appendix A.1); (2) a 16-item adaptation of the General Ecological Behavior scale [32] to measure willingness to act for the environment (Appendix A.2); and (3) a 20-item ecological footprint questionnaire adapted from the Global Footprint Network and related literature [22,33] (Appendix A.3). These tools were supplemented by a brief demographic survey capturing age and gender.

2.6. Validating a Sustainability Attitudes Scale

Item Selection: Key dimensions (conservation beliefs, ecological concern, sustainability responsibility) were identified through factor analyses.

Expert Review: Three experts validated content coherence.

Pilot Testing: A test with 30 participants showed high reliability (Cronbach’s α = 0.85).

2.7. Dimensions of Sustainability Attitudes

Preservation vs. Utilization (8 items)—balances conservation and resource use.

Ecological Concern (8 items)—measures engagement with environmental issues.

Personal Responsibility (8 items)—assesses commitment to sustainability.

2.8. Reliability and Validity of Adapted Sustainability Behavior Scales

Reliability: Strong internal consistency (α = 0.85), aligning with prior studies.

Validity: Exploratory factor analysis (EFA) confirmed the three-factor structure consistent with the original EAI.

The General Ecological Behavior (GEB) Scale, developed by [32], initially had 38 items across two subdimensions: Prosocial Behavior (8 items) and Ecological Behavior (30 items). This study used a 16-item adapted version focused on sustainability-related actions.

2.9. Adaptation Process and Rationale

The structure and content of the initiative were deliberately aligned with this study’s three central objectives. The first two weeks focused on activities designed to enhance environmental attitudes through active engagement, reflection, and discussion. By involving participants in inquiry and observation, these early sessions encouraged the formation of personal connections to environmental content.

The middle phase of the program (weeks three to five) focused on cultivating a willingness to act. Through problem-solving tasks, laboratory work, and pedagogical creativity, participants were not only exposed to environmental issues but were also empowered to explore responses. The inclusion of collaborative work and personal storytelling further reinforced agency and responsibility.

Finally, the sixth week focused on promoting long-term behavior change. By creating sustainability pledges and engaging in trial teaching, participants were encouraged to apply the learned behaviors in both personal and professional domains. Through this integration of theory and practice, the initiative sought to reduce participants’ ecological footprint by fostering deliberate, informed, and sustainable choices.

To ensure alignment with the study objectives while maintaining psychometric validity, the adaptation followed a structured process: (1) Item Selection: Sixteen items were selected from the GEB scale, with an emphasis on sustainability education behaviors such as energy conservation, waste reduction, and environmental advocacy. This selection was informed by prior research on key ecological responsibility indicators [31,32]. (2) Expert Review for Content Validity: Three environmental education specialists reviewed the selected items to ensure they reflected a broad spectrum of pro-environmental actions while maintaining conceptual integrity. (3) Pilot Testing for Reliability: The adapted version was piloted with 30 pre-service teachers, confirming strong internal reliability (Cronbach’s alpha = 0.88).

2.10. Subdimensions of the 16-Item Version

The adapted questionnaire retains two core behavioral dimensions from the original scale:

• Personal Pro-Environmental Behavior (8 items)—actions related to individual lifestyle choices, such as reducing energy consumption, avoiding single-use plastics, and using sustainable transportation.
• Advocacy and Community Action (8 items)—willingness to engage in collective environmental efforts, such as participating in sustainability campaigns, influencing peers, and supporting pro-environmental policies.

2.11. Psychometric Properties

Reliability: The 16-item version demonstrated high internal consistency, with a Cronbach’s alpha of 0.88, which aligns with past research on the original GEB scale (α = 0.91) [32].

Validity: Construct validity was confirmed through factor analysis, which revealed a two-factor structure matching the Personal Pro-Environmental Behavior, Advocacy, and Community Action dimensions.

The Ecological Footprint (EF): The questionnaire used in this study adapts existing ecological footprint assessment tools to measure individuals’ environmental impact based on consumption behaviors and lifestyle choices. While initially referencing Collins and [34], it was noted that their work focused more on engaging individuals with footprint assessments than on creating a standardized questionnaire. The 20-item tool draws from established frameworks, including the Global Footprint Network’s Calculator [33] and other validated sustainability assessments [22,32,34].

2.12. Content of the Ecological Footprint Questionnaire

The development of the 20-item Ecological Footprint Questionnaire followed a structured adaptation process to ensure that it effectively captured participants’ self-reported environmental impact while maintaining psychometric validity.

2.12.1. Selection of Key Categories

The questionnaire focuses on five core categories that contribute to an individual’s ecological footprint:

A.

Energy Consumption (e.g., household electricity use, sustainable energy choices).

B.

Transportation Habits (e.g., use of public transport, fuel-efficient travel, carpooling).

C.

Dietary Choices (e.g., frequency of meat consumption, locally sourced food preferences).

D.

Waste Management and Recycling (e.g., frequency of recycling, composting, waste reduction efforts).

E.

Consumer Behavior (e.g., sustainable purchasing decisions, use of second-hand goods).

2.12.2. Expert Validation

Three environmental sustainability experts reviewed the questionnaire to ensure it covered essential components of the ecological footprint while remaining practical for self-assessment.

2.12.3. Pilot Testing for Reliability

Prior to full-scale implementation, a pilot study was conducted with 30 third-year pre-service teachers over a period of two weeks. This preliminary phase tested the clarity, content validity, and internal consistency of the adapted instruments. The results confirmed high reliability (e.g., α = 0.85–0.88) and alignment with theoretical constructs, justifying their use in the main study.

2.13. Final Validation of the Questionnaire

Reliability: The final version achieved a Cronbach’s alpha of 0.83, indicating high internal consistency.

Validity: Exploratory factor analysis (EFA) identified a five-factor structure that aligns with dimensions of energy, transportation, diet, waste, and consumption behavior, supporting construct validity.

Prior to full-scale implementation, we conducted a pilot study with 30 third-year pre-service teachers to validate the adapted instruments. This preliminary study, conducted over two weeks, evaluated the clarity, reliability, and construct validity of the shortened questionnaires. The process served as a foundational phase, akin to a preliminary feasibility study, and confirmed the suitability of the tools for the full intervention.

2.14. Procedure

The six-week initiative followed a structured delivery format consisting of weekly two-hour sessions that combined theoretical instruction, hands-on application, and reflection. Pre-service teachers completed pre- and post-program questionnaires and submitted final written reflections on their learning experience. All data were anonymized and collected online using unique participant codes. Activities, such as outdoor learning, STEM experiments, storytelling, and micro-teaching, were described earlier (see Educational Initiative Description Section). No additional intervention-related activities were conducted beyond those detailed above.

2.14.1. Pre-Intervention Phase

Participants completed three online pre-intervention questionnaires that measured environmental attitudes, willingness to act, and ecological footprint using a 5-point Likert scale. Responses were anonymized with unique codes for consistency. The initial session clarified the study’s purpose and methodology.

2.14.2. Intervention Phase

The six-week program focused on various sustainability teaching methods, including Problem-Based Learning (PBL), outdoor learning, STEM integration, and creative pedagogy. Activities included PBL challenges related to school waste and energy efficiency; field observations on biodiversity; STEM experiments like building solar water heaters, lesson planning and peer teaching; and storytelling to engage learners. Although formal data collection was not conducted, qualitative observations provided valuable insights into engagement and knowledge application.

2.14.3. Post-Intervention Phase

Participants completed the three questionnaires to assess changes. Additionally, they submitted final reflections on how the program influenced their environmental values and teaching perspectives. These reflections added depth beyond statistical findings.

2.15. Data Analysis

All responses were analyzed using SPSS version 30. The pre- and post-data comparisons evaluated shifts in attitudes, willingness to act, and ecological footprint, checking for statistical significance and reliability.

This structured approach ensured valid, measurable insights into the program’s effectiveness while minimizing bias.

While the primary analyses employed paired-samples t-tests due to their simplicity and interpretability, a repeated-measures General Linear Model (GLM) was also conducted for confirmatory purposes; this model incorporated Bonferroni adjustments for multiple comparisons and yielded results consistent with the t-tests, confirming the robustness of the findings.

Although this study included mediation and moderation models, we acknowledge its largely correlational nature. Regression analysis could have complemented the repeated-measures analysis, but the pre–post design focused on within-subject changes over time. Future studies should consider longitudinal regression or structural equation modeling (SEM) frameworks to strengthen causal inferences.

3. Results

This section evaluates the impact of the sustainability education initiative on pre-service teachers’ attitudes, willingness to act, and ecological footprint. Using repeated-measures ANOVA and paired-samples t-tests, we analyzed pre- and post-intervention data to identify significant changes.

Descriptive Statistics

We provide means, standard deviations, and score ranges for key variables before and after the intervention. These values are calculated with SPSS version 30 to establish baseline trends for further analysis.

Table 2. Descriptive statistics for key variables (pre- and post-intervention).

Variable	Pre-Intervention Mean (SD)	Post-Intervention Mean (SD)	Minimum (Pre)	Maximum (Pre)	Minimum (Post)	Maximum (Post)
Attitudes Towards the Environment	3.45 (0.65)	4.10 (0.50)	2.50	4.80	3.20	4.90
Willingness to Act for the Environment	3.20 (0.70)	4.00 (0.55)	2.00	4.50	2.80	4.80
Ecological Footprint	2.80 (0.85)	2.30 (0.75)	1.50	4.20	1.30	3.80

illustrates a positive shift in participants’ attitudes, willingness to act, and ecological footprint following the intervention.

To test whether pre-service teachers’ attitudes toward the environment improved after the educational initiative, we conducted a paired-samples t-test. This test compared mean attitude scores before and after the intervention to determine any significant changes, as it effectively evaluates within-group differences at two time points.

Table 3. Results of paired-samples t-test for attitudes towards the environment (pre- and post-intervention).

Variable	Mean (Pre)	Mean (Post)	Mean Difference	t-Value	Degrees of Freedom (df)	p-Value
Attitudes Towards the Environment	3.45	4.10	0.65	6.50	59	<0.001

shows a statistically significant improvement in environmental attitudes following the intervention (effect size (Cohen’s d) = 0.84).

A second paired-samples t-test was used to assess changes in willingness to act, comparing pre- and post-intervention scores to determine statistical significance.

Table 4. Results of paired-samples t-test for willingness to act for the environment (pre- and post-intervention).

Variable	Mean (Pre)	Mean (Post)	Mean Difference	t-Value	Degrees of Freedom (df)	p-Value
Willingness to Act	3.20	4.00	0.80	7.25	59	<0.001

indicates an enhanced willingness to act following the educational initiative (Cohen’s d = 0.93).

As seen in

Table 5. Results of paired-samples t-test for ecological footprint (pre- and post-intervention).

Variable	Mean (Pre)	Mean (Post)	Mean Difference	t-Value	Degrees of Freedom (df)	p-Value
Ecological Footprint	2.80	2.30	−0.50	5.85	59	<0.001

, participants’ ecological footprint decreased after the intervention (Cohen’s d = 0.75).

A moderation analysis examined whether changes in environmental attitudes affected willingness to act after the intervention, using the PROCESS macro in SPSS to investigate the interaction between pre- and post-intervention attitudes.

Table 6. Moderation analysis for interaction between changes in attitudes and willingness to act for the environment.

Variable	B (Coefficient)	SE (Standard Error)	t-Value	p-Value
Change in Attitudes	0.40	0.10	4.00	<0.001
Change in Willingness to Act	0.60	0.15	4.00	<0.001
Interaction Effect (Attitudes x Willingness)	0.25	0.07	3.57	<0.001

reveals an interaction between improved attitudes and increased willingness to act.

Table 7. Moderation analysis for interaction between changes in attitudes and reduction in ecological footprint.

Variable	B (Coefficient)	SE (Standard Error)	t-Value	p-Value
Change in Attitudes	−0.30	0.09	−3.33	0.001
Reduction in Ecological Footprint	−0.50	0.12	−4.17	<0.001
Interaction Effect (Attitudes x Footprint)	−0.20	0.06	−3.33	0.001

summarizes the moderation analysis results, indicating a significant relationship between attitude changes and reductions in ecological footprint.

Table 8. Mediation analysis for changes in willingness to act, attitudes, and ecological footprint reduction.

Path	B (Coefficient)	SE (Standard Error)	t-Value	p-Value
Willingness to Act → Attitudes	0.35	0.08	4.38	<0.001
Attitudes → Ecological Footprint	−0.25	0.07	−3.57	<0.001
Willingness to Act → Ecological Footprint (Direct)	−0.15	0.06	−2.50	0.015
Indirect Effect (Willingness to Act → Attitudes → Ecological Footprint)	−0.09	0.04	−2.25	0.025

presents the mediation analysis results, indicating that changes in environmental attitudes mediate the relationship between willingness to act and reductions in ecological footprint.

Table 9. Three-way interaction analysis for changes in attitudes, willingness to act, and ecological footprint reduction.

Variable	B (Coefficient)	SE (Standard Error)	t-Value	p-Value
Change in Attitudes	−0.20	0.09	−2.22	0.030
Change in Willingness to Act	−0.30	0.10	−3.00	0.005
Change in Attitudes Willingness to Act	−0.18	0.07	−2.57	0.012
Change in Attitudes Ecological Footprint	−0.25	0.08	−3.13	0.002
Willingness to Act on Ecological Footprint	−0.22	0.09	−2.44	0.018
Change in Attitudes, Willingness, Ecological Footprint	−0.35	0.10	−3.50	<0.001

illustrates a strong three-way interaction among all study variables.

4. Discussion

This section discusses the findings of the research hypotheses, theoretical framework, and relevant literature.

4.1. Hypothesis 1—Improvement in Environmental Attitudes

The significant increase in environmental attitudes (H1) confirms that the intervention effectively shifted participants’ perspectives on sustainability. This outcome aligns with the Theory of Planned Behavior [24], which posits that attitude change is a precursor to behavioral intention. The reflective activities and inquiry-based learning sessions in weeks 1 and 2 may have contributed to this shift by encouraging critical engagement with sustainability issues. Similar findings were reported in studies by [8,16], who emphasized the impact of immersive educational environments on environmental awareness.

4.2. Hypothesis 2—Increase in Willingness to Act

The post-intervention increase in willingness to act (H2) suggests that pre-service teachers became more inclined to engage in pro-environmental behaviors. This supports the findings of [9], who highlight the importance of action-oriented learning. The use of project-based and problem-solving methods likely enabled participants to envision practical applications for sustainable behavior, resonating with Bandura’s Social Learning Theory [27], which emphasizes the role of modeling and observation in developing behavioral intentions.

4.3. Hypothesis 3—Reduction in Ecological Footprint

A significant decrease in ecological footprint scores (H3) was observed, suggesting that participants adopted more sustainable consumption patterns. This result supports previous studies [21,22], which found that well-designed educational interventions can produce lifestyle changes. The ecological footprint metric reflects tangible behavioral outcomes, indicating the intervention’s real-world relevance and affirming the contribution of experiential and reflective pedagogies.

One of the defining features of this intervention was its inclusion of a trial teaching phase in real classroom settings, which provided pre-service teachers with opportunities to apply and model sustainability practices. Although this component was not quantitatively measured as a separate variable, its impact was evident in participants’ reflections and may have played a crucial role in the significant behavioral shifts observed in ecological footprint reduction and willingness to act.

Through this authentic teaching experience, participants engaged in modeling sustainable behaviors, aligning with Bandura’s Social Learning Theory [27]. Exposure to real-time feedback from mentor teachers and peers likely strengthened their self-efficacy and reinforced their commitment to sustainability, supporting the internalization of pro-environmental practices. As previous studies suggest, direct application and observation of sustainability teaching in authentic settings enhance behavioral intention and consistency between attitude and behavior [8,16].

The trial teaching experience, thus, served as a bridge between theory and practice. It helped consolidate conceptual learning into applied competence and contributed to sustained changes in environmental behavior, as indicated by reductions in ecological footprint scores. This finding emphasizes the importance of integrating field-based practicum into sustainability education initiatives to ensure long-term behavioral change among future educators.

5. Conclusions

This study demonstrates that a structured, multi-component sustainability education initiative can significantly enhance pre-service teachers’ environmental attitudes and their willingness to act, thereby reducing their ecological footprint. These outcomes provide preliminary support for the potential value of integrating experiential and inquiry-based sustainability education. Given the promising results, broader implementation in diverse teacher preparation settings is warranted.

In conclusion, this study demonstrated that a six-week, structured sustainability education initiative significantly improved pre-service teachers’ environmental attitudes, increased their willingness to act, and reduced their ecological footprint. These findings underscore the importance of integrating multi-component, experiential learning models into teacher training programs. By explicitly targeting both cognitive and behavioral outcomes and validating those changes through empirical analysis, the initiative offers a replicable framework for advancing sustainability education. Furthermore, the focus on a Middle Eastern teacher education context adds valuable regional evidence to a field often dominated by Western-centric studies, emphasizing the global applicability of such pedagogical innovations.

Limitations include the small, non-random sample, lack of long-term follow-up, and reliance on self-reported measures. Future studies should employ experimental designs with control groups, longitudinal tracking, and behavioral observations to confirm causal relationships.