From Scenario to Action: The Disconnect in Prospective Teachers’ Sustainability Competencies

Abstract

This study examines prospective teachers’ perceptions of sustainable development (SD) and explores the relationship between the SD scenarios they developed and the actions they performed. Based on 58 scenarios and 128 actions reported by pre-service teachers, the study found that scenarios primarily focused on education, resource conservation, and waste management. While the environmental dimension emphasized protection, economic and social dimensions were largely associated with financial savings and public welfare. In contrast, participants’ actual behaviors were predominantly limited to simple resource conservation, such as turning off lights and saving water. A significant discrepancy emerged: despite the strong emphasis on education-related themes in scenarios, educational actions were notably limited in practice. These results suggest that prospective teachers’ high cognitive awareness of SD is only partially reflected in their practical engagement. The findings highlight a “cognitive–practice gap,” underscoring the need for teacher education programs to prioritize action-oriented competencies.

1. Introduction

Natural resource consumption, along with fossil fuel usage, comfort-seeking behaviors, and excessive consumption patterns, has grown proportionally as the population expands and resources become more depleted. As people pursue better living conditions, they have increased their use of natural resources. Human activity that produces waste heat and gases, along with byproducts, during consumption has created disorder (entropic change) throughout global systems. Global warming, which has produced many societal problems, also emerged as entropy grew at the same time. Sustainable interactions between humans and the natural environment have failed because the global community has been unable to supply the basic needs of its people. The collective actions of humankind have resulted in significant alterations to the world’s ecosystems and dynamics, with changes that are challenging to reverse and pose a substantial risk to human life [1]. It is of the utmost importance to address global issues holistically, encompassing environmental, social, and economic concerns, to prevent these problems from reaching catastrophic proportions. Sustainable development processes emerged because nature and human beings needed to resolve their disputes. Sustainable development became an official concept according to the United Nations policy in 1987 [2].

The literature contains several critiques of the themes of sustainable development defined by the UN. It has been argued that the themes of SD are inadequate to meet the demands of the present era [3,4,5]. It has been asserted that some regions of study on SD have emerged as dominant, with a particular emphasis on environmental studies [6,7,8]. Economic growth and sustainable development are often seen as mutually exclusive [9,10,11,12,13,14]. The SD themes were reported to be human-centered [4,9]. The studies of SD themes are at the cognitive level, and the application aspect is weak [15]. The structure of SD themes must be culturally sensitive [15,16]. To address these criticisms, SD must be reoriented in light of scientific studies. Furthermore, institutions, organizations, and societies at the global level must play a role. By fostering peace and collaboration across diverse communities, races, religions, and countries, criticisms of the dimensions of SD can be mitigated.

The United Nations asserts that education represents the most effective instrument for confronting future challenges and influencing the trajectory of the future. Sustainable Development and Education (SDE) aims to ensure the preservation of nature and the human species for future generations. In its definition of the purpose of ESD, UNESCO aims to equip students of all ages with the knowledge, skills, values, and capacity for action necessary to address the interconnected global challenges of climate change, biodiversity loss, unsustainable resource use, and inequality. The pedagogical approaches and learning environments that facilitate cognitive, emotional, and psychometric growth should be established within educational and training processes to achieve the objectives of SD [17]. Furthermore, the objective is to overcome human challenges resulting from interactions with the natural environment. The results underscore that education and training processes are not only integral components of sustainable development but also catalysts and pivotal strategies for attaining the 2030 target.

The report, which includes proposals for organizational restructuring and recommendations for teacher education to address sustainability, states that the fundamental principles of sustainable development should be applied to educational processes and teacher education. It also emphasizes that one of the essential prerequisites for sustainable development is an adequately funded and effective education system that is accessible to all at all levels, particularly primary and secondary education, and that increases both human capacity and welfare [18].

Faculties are required to equip prospective teachers with the knowledge, skills, and competencies necessary to cope with unsustainable situations and global challenges. Education for Sustainable Development (ESD), promoted by the United Nations, aims to empower individuals with skills, values, and attitudes that enable them to make informed decisions and develop responsible behaviors for building an environmentally sound, economically viable, and socially just society that promotes gender equality. This approach aims to promote sustainable living for both current and future generations, grounded in respect for cultural diversity [19].

Environmental education is not limited to introducing individuals to nature; it also enables them to recognize environmental problems, actively participate in their solutions, and—particularly for children—engage in concrete actions aimed at improving the environment [20]. ESD is an integral part of quality education, encompassing a lifelong learning process that involves cognitive, social, affective, and behavioral dimensions. It is also holistic and transformative, addressing learning content, the assessment of learning outcomes, pedagogical approaches, and learning environments. According to Reference [21], ESD is a key enabler in achieving the Sustainable Development Goals by promoting social transformation and contributing to their realization. However, further research is needed on how educational organizations and practices can be more effectively structured to achieve these aims [22].

This study focuses on educational and instructional activities—one of the fundamental prerequisites of sustainable development—and aims to contribute to the achievement of the United Nations’ 2030 and 2050 goals. It also provides an important framework for creating learning environments for sustainable development, structuring them pedagogically, and developing effective teaching strategies. Initiatives that explain how natural systems function and how individuals can regulate their behaviors and interactions with ecosystems for sustainable living are among the core objectives of green education projects [23]. Teachers can also benefit from various digital platforms for lesson planning, developing community service projects, and designing assignments [20].

At the international level, countries demand that all students acquire the knowledge and skills necessary to support sustainable development, including education oriented toward a sustainable future [16]. Predictions indicating that environmental problems and the impacts of the climate crisis will increase each year and spread across ecosystems highlight the urgency of this issue [24,25]. Numerous studies emphasize that higher education institutions play a critical role in societies’ transition toward sustainability [26]. In this context, teacher education is regarded as a powerful tool for future social change and transformation [27]. However, to fully realize this potential, it is essential to understand whether prospective teachers’ theoretical knowledge translates into their daily behaviors.

The primary aim of this study is to identify the sustainability competencies of prospective teachers by analyzing the gap between their theoretical scenarios and actual practices. In line with this purpose, the following research questions were addressed:

• RQ1: What are the thematic distributions of the sustainable development scenarios developed by prospective teachers across environmental, economic, and social dimensions?
• RQ2: What are the specific types and frequencies of sustainability-related actions performed by prospective teachers in their daily lives?
• RQ3: To what extent is there a consistency or discrepancy between prospective teachers’ cognitive sustainability scenarios and their practical actions?

2. Methods

The study employs a qualitative and phenomenological approach. Phenomenology is the process by which perspectives, perceptions, and events are revealed realistically and holistically within their natural environment [28]. The study comprised the prospective scenarios and actions of pre-service teachers who undertook the “Sustainable Development and Education” course, which met twice a week for two hours. The pre-service teachers were requested to document their prospective scenarios and actions related to alternative future scenarios that they believed would facilitate sustainable development (SD). The pre-service teachers were required to devise a scenario that would positively contribute to sustainable development (SD), incorporating the United Nations (UN) and UNESCO’s sustainable development criteria on environmental, economic, and social dimensions. The pre-service teachers were required to outline, in written form, their proposed contributions to sustainable development over the course of one week. The scenarios and actions were subjected to coding and graphical representation via the field spaces.

2.1. Importance of the Study

It is imperative that the 2030 targets set by the UN are achieved and that global warming is controlled if we are to make headway in eliminating the adverse effects of ecological degradation. It is important to recognize the pivotal role that teacher education plays in the field of SD, particularly in the development of pedagogical frameworks and teaching strategies that are aligned with the principles of SD. Furthermore, it will facilitate the research required to increase the capacity of prospective teachers to address SD in their training.

2.2. Participants

The study involved 62 pre-service teachers who participated in a two-hour-per-week course on sustainable development and education. The study group consisted of the following prospective teachers, as shown in

Table 1. Distribution of prospective teachers by discipline.

Department/Discipline	Frequency (n)	Percentage (%)
Preschool Teaching	16	25.8
Turkish Language Teaching	10	16.1
Guidance and Psychology Counseling	9	14.5
Classroom Teaching	7	11.3
Primary School Mathematics Teaching	7	11.3
Social Studies Teaching	4	6.5
Science Teaching	3	4.8
Music Teaching	2	3.2

.

Disciplines included Preschool Teaching (n = 16), Turkish language teaching (n = 10), Guidance and psychological counseling (n = 9), Classroom teaching (n = 7), Primary school mathematics teaching (n = 7), Social studies teaching (n = 4), Science teaching (n = 3), and Music teaching (n = 2). The pre-service teachers were required to construct scenarios incorporating the environmental, economic, and social themes associated with sustainable development (SD). Four scenarios that did not encompass the three core themes of sustainable development (SD) were excluded, and 58 scenarios were ultimately included. A total of 18 out of 58 candidates engaged in actions or behaviors that could be considered in alignment with the principles of sustainable development. The study employed 128 actions undertaken by 18 teacher candidates in the context of SD over a single week. The analysis yielded a total of 58 SD scenarios and 128 SD actions.

2.3. Data Collection

The scenarios concerning SD created by 58 pre-service teachers who participated in the SD education course were grouped by three field experts based on their primary ideas. The groups were delineated graphically by their respective environmental, economic, and social dimensions. The following section presents illustrative examples of a pre-service teacher’s sustainable development (SD) scenarios and the corresponding coding of their actions.

“Let every learner have a tree.”

This involves organizing an activity for each student to have a tree at school. This activity will be realized by planting fruit-bearing and non-fruit-bearing trees in the school garden and participating in every stage of their growth. Students will be able to participate in this activity directly or in cooperation. Students care for and water the trees to ensure their development. The trees are labeled with signs with the students’ names to ensure their ownership. Growing trees provides green areas for people to live healthily. Afforestation of the environment will help mitigate the adverse effects of global warming. Afforestation will help reduce global warming and conserve the budget allocated to minimize the damage caused by climate change. The money saved will create living spaces for people and animals to live in good health.

The experts coded the above scenario according to the themes of SD, and the coding example is given below.

• Name of the scenario: “Organizing an activity for each learner to have a tree” (coded to the education training group in

  Table 2. SC scenario groups formed by pre-service teachers.

  Scenario Groups	Frequency (n)	Specific Scenario Theme	Frequency (f)
  Education and Training	13	Developing syllabi and course contents	6
  		Organizing activities for recycling/tech	4
  		Conducting awareness-raising training	2
  		Forming student recycling groups	1
  Water Savings	13	Saving water (General)	7
  		Rainwater harvesting methods	3
  		Avoiding quotas on water consumption	1
  		Using wastewater for irrigation	1
  		Utilizing efficient agricultural irrigation	1
  Electricity Savings	9	Generating electricity (Solar)	4
  		Saving electricity (General)	2
  		Unplugging unused appliances	1
  		Generating electricity with exercise bikes	1
  		Imposing quotas on electricity consumption	1
  Consumption Culture	8	Adopting sustainable consumption	7
  		Encouraging book sharing	1
  Waste Management	6	Disposing in recycling areas	4
  		Returning organic waste to nature	2
  Suggestions	5	Using public transport and bicycles	2
  		Promoting rural development	1
  		Preferring natural toys	1
  		Individual organic farming	1
  Solar Utilization	4	Painting buildings dark	1
  		Solar hot water supply	1
  		Adjusting sleep to sunlight	1
  		Keeping curtains open in winter	1

  /awareness-raising training).
• Environmental dimension: “Creating a liveable environment” (coded in the environmental protection group in

  Table 3. Prospective teachers’ environmental scenario groups for SD.

  Scenario Groups	Frequency (n)	Specific Scenario Theme	Frequency (f)
  Environmental Protection	41	Protecting the environment	39
  		Create Recycling Culture	1
  		Resource Conservation	1
  Reducing Emissions	9	Reducing gas emissions	7
  		Minimizing fossil fuel use	2
  Efficiently Water Use	5	Utilizing water efficiently	3
  		Augmenting groundwater reserves	2
  Natural Fertilizer	3	Using natural fertilizers	3

  /livable environment).
• Economic dimension: “Saving money from the budget allocated for eliminating global warming” (coded in the group of financial gains from the budget allocated for environmental problems in

  Table 4. Economic scenario groups formed by pre-service teachers for SD.

  Scenario Groups	Frequency (n)	Specific Scenario Theme	Frequency (f)
  Environmental Budget Saving	33	Environmental budget management	33
  Water Economy	8	Water budget allocation	8
  Energy Economy	6	Efficient use of electricity	2
  		Combining energy efficiency with benefits	2
  		Solar energy utilization	2
  Health Costs	4	Reducing health-related costs	4
  Raw material Supply	3	Raw material supply management	3
  Production Efficiency	3	Improving soil fertility	2
  		Increased production volume	1
  Transportation	1	Saving on transportation expenditures	1

  ).
• Social dimension: “Creating living spaces with the budget saved” (coded as improving the welfare of society in

  Table 5. Social scenario groups formed by pre-service teachers for SD.

  Scenario Groups	Frequency (n)	Specific Scenario Theme	Frequency (f)
  Environmental Awareness	15	Developing ecological consciousness	15
  Social Welfare	15	Enhancing community welfare	11
  		Creating new jobs	2
  		Creating habitable spaces	2
  Community Health	12	Supporting public health initiatives	12
  Cooperation (Assistance)	6	Fostering social solidarity and assistance	6
  Clean Water Access	5	Providing access to clean water resources	5
  Recycling Culture	3	Cultivating a culture of recycling	3
  Natural Access	1	Facilitating access to natural toys	1
  Energy Access	1	Expanding the use of solar energy	1

  /creating livable spaces).
• Below are the sample actions (behaviors) and the coding of the pre-service teachers’ actions toward SD.
• “I unplugged electrical appliances that were not working” (coded in the electricity-saving group in

  Table 6. Groups of actions formed by pre-service teachers for SD.

  Action Groups	Frequency (n)	Specific Action Theme	Frequency (f)
  Saving Electricity	42	Turning off unused lights	22
  		Unplugging appliances when not in use	18
  		Using washing machine at full capacity/low temp	1
  		Towel drying hair instead of electric dryer	1
  Water Savings	25	Conserving water while brushing teeth/showering	16
  		Using a dishwasher	4
  		Washing fruits and vegetables efficiently	4
  		Reusing residual water from heaters	1
  Recycling	24	Disposing waste in recycling bins	19
  		Sorting and separating waste	5
  Energy Savings	15	Walking short distances	5
  		Adjusting curtains for solar efficiency	4
  		Using public transportation	4
  		Lowering stove heat after boiling	2
  Protecting the Environment	15	Using cloth bags instead of plastic	13
  		Preferring glass over plastic bottles	1
  		Joining an environmental foundation	1
  Saving Paper	7	Declining printed ATM receipts	4
  		Using e-invoice	3

  /unplugging electrical appliances when not watching TV and not in use).
• “I used water carefully while brushing my teeth and taking a shower” (coded in the water saving group in Table 6/using water carefully while brushing my teeth and taking a shower).
• “I used cloth bags instead of plastic bags in grocery shopping” (coded to the environmental protection group in Table 6/using cloth bags instead of plastic bags for grocery shopping).
• “I separated the liquid oil we use for frying for recycling” (coding to a recycling group in Table 6/throwing plastic water bottles, waste oil, and paper into the recycling bin).
• “I used blank-backed papers to take notes” (coded in the paper saving group in Table 6/using blank-backed papers to take notes).

Although the actions were related to more than one group, they were coded to the group to which they were directly related. For example, although the action was related to carefully using water, protecting the environment, saving electricity, and conserving energy, it was coded as “saving.”

2.4. Data Analysis

The scenarios and actions for SD obtained from the pre-service teachers in written form were grouped according to the everyday opinions of three field experts. The analysis revealed 58 distinct scenarios that incorporated sustainable development elements among the sixty-two participating pre-service teachers. The researchers recorded the SD criteria reflected through the scenarios into summary statements based on their analysis. Preserving electricity usage reduces fossil fuel consumption and prevents carbon dioxide emissions, as well as waste entering the natural environment. The actions benefit both natural environmental protection and sustainable habitat development. In conclusion, this can be coded as a form of environmental protection. In electricity conservation, a financial benefit is derived and coded as a financial gain in the economic dimension. Should economic gain be reflected in the social theme and employed for the benefit of society, it should be coded in the social dimension as improving living standards, fostering individual well-being, and promoting collaboration.

Three field experts undertook a grouping of the actions, and although the resulting groups were indirectly related, the direct relationships were also considered. For example, electricity, water, and energy savings were categorized separately despite their indirect relationships with environmental protection. For example, “unplugging unused electrical devices” was incorporated into electricity conservation behaviors. Groupings were not made for themes that are indirectly related to saving electricity, such as decreasing the consumption of fossil fuels, reducing the emission of carbon gases, preventing global warming, and positively contributing to the economy. The “washing the dishes in the machine” behavior was categorized as a single unit despite its relationship to water and electricity consumption. The behavior of utilizing public transportation was classified within the “energy saving” group despite encompassing numerous themes, including health, fuel consumption, environmental protection, and financial gain.

3. Results

The study findings are organized into three main headings: scenarios created by pre-service teachers regarding SD, actions taken by pre-service teachers towards SD, and comparisons of these scenarios and actions.

3.1. Scenarios Created by Prospective Teachers About SD

The findings related to the scenarios created are grouped into four subheadings: distribution of scenarios, environmental dimension, economic dimension, and social dimension.

3.1.1. Distribution of the SD Scenarios Created by Pre-Service Teachers

To provide a concrete example, one of the scenarios titled “Rainwater Harvesting” detailed a system where rainwater collected from the school roof is stored in a tank. The prospective teacher described the process as: ‘The accumulated water is filtered and transferred to a dedicated storage unit, which is then utilized for irrigating the school garden and cleaning common areas, thereby significantly reducing the consumption of mains water’.

In another instance, a scenario titled “Generating Electricity with Exercise Bikes” detailed a system where the kinetic energy produced during physical exercise is converted into electrical energy. The prospective teacher described the process as: ‘Stationary bicycles in the school gym are equipped with dynamos to capture energy while students pedal; this accumulated energy is stored in batteries and subsequently utilized to power the lighting of the gymnasium or charge small electronic devices, thereby transforming physical activity into a tangible source of renewable energy’.

The experts grouped the distribution of the 58 scenarios about SD created by the pre-service teachers into seven groups. Table 2 shows the distribution of the groups.

As presented in Table 2, the Education and Training and Water Savings groups constituted the most significant portion of the scenarios, with 13 scenarios each. Within the Education and Training category, prospective teachers proposed designing curriculum syllabi and interactive workshops to be implemented in classrooms and school clubs. These activities—such as awareness-raising training and forming student recycling groups—were planned as continuous modules to transform abstract knowledge into behavioral habits.

The Water Savings group (n = 13) focused on general conservation strategies (f = 7) alongside technical solutions, including rainwater harvesting and wastewater reuse for irrigation. Electricity Savings (n = 9) emphasized renewable energy generation, particularly solar power (f = 4), and regulatory measures such as consumption quotas. Consumption Culture (n = 8) predominantly addressed shifting personal purchasing habits toward sustainability (f = 7).

Regarding waste, the Waste Management group (n = 6) focused on proper disposal in recycling areas and returning organic waste to nature. The Suggestions category (n = 5) highlighted lifestyle changes, including sustainable transport (f = 2) and individual organic farming. Finally, Solar Utilization (n = 4) proposed both technical and passive strategies, such as solar hot water supply and architectural modifications like painting buildings dark to maximize heat absorption.

3.1.2. Environmental Dimension of the SD Scenarios Created by Pre-Service Teachers

To provide a concrete example for the use of natural fertilizers, a scenario titled “Utilizing Nut Shells as Organic Fertilizer” proposed recycling organic waste into soil nutrients. The prospective teacher described the method as: ’Instead of discarding nut and fruit shells as general waste, we can collect, crush, and mix them into the soil. This process not only reduces household waste but also enriches the soil with essential minerals, serving as a sustainable, chemical-free, and cost-effective fertilizer’.

The environmental sustainability dimension of the 58 scenarios created by pre-service teachers was categorized into four groups. Table 3 shows the distribution of these groups.

As presented in Table 3, the Environmental Protection category dominated the prospective teachers’ scenarios (n = 41), reflecting a strong inclination towards direct ecological stewardship. In these scenarios, participants detailed specific interventions aimed at preventing environmental pollution and ensuring the safe, efficient use of natural resources within the school environment. The proposed activities focused on establishing a continuous “recycling culture” and organizing campus-wide campaigns to maintain clean, livable spaces, thereby fostering a deep sense of ecological adaptation and sensitivity among students. Following this, the Reducing Emissions group (n = 9) addressed the mitigation of global warming by proposing actions to minimize fossil fuel consumption, such as encouraging low-carbon transportation methods for daily commutes. The Efficient Water Use scenarios (n = 5) went beyond simple conservation, suggesting technical solutions for utilizing water efficiently and augmenting groundwater reserves. Finally, the Natural Fertilizer scenarios (n = 3) proposed a circular economy approach by transforming organic waste into soil nutrients to replace chemical alternatives.

3.1.3. Economic Dimension of the SD Scenarios Formulated by Prospective Teachers

To provide a concrete example of the economic dimension, one of the scenarios titled “Generating Revenue through Recycling” proposed transforming waste disposal into a financial resource. The prospective teacher explained the mechanism as follows: ‘By systematically collecting and separating recyclable materials such as waste oil, paper, and plastics within the school and selling them to authorized recycling firms, we can generate a steady stream of income. This fund can then be allocated to meet the school’s needs, effectively demonstrating that waste is not merely garbage but a valuable raw material resource’.

The prospective teachers formed seven groups related to the economic sustainability dimension of 58 scenarios (Table 4). The candidates formed the economic dimension in accordance with the environmentally sustainable dimension. Material gains from the environmental dimension are reflected in the financial dimension.

The distributions of the scenarios within the groups are listed below in Table 4.

As detailed in Table 4, the economic dimension of the scenarios was predominantly framed through the lens of cost-efficiency and resource management. The largest category, Environmental Budget Savings (n = 33), reveals that prospective teachers primarily associate economic sustainability with the effective management of funds allocated for environmental issues. This was followed by Water Economy (n = 8) and Energy Economy (n = 6), where participants proposed specific actions such as utilizing solar energy (f = 2) and optimizing electricity usage (f = 2) to generate financial savings. The Health Costs group (n = 4) linked economic gain to preventive health measures, suggesting that a cleaner environment reduces medical expenditures. Furthermore, the scenarios addressed the production side of the economy through Raw Material Supply (n = 3) and Production Efficiency (n = 3), specifically by improving soil fertility (f = 2) and increasing production volume (f = 1). Finally, Transportation (n = 1) focused on minimizing travel costs through sustainable alternatives.

3.1.4. Social Dimension of the SD Scenarios Created by Pre-Service Teachers

To provide a concrete example of the social dimension, a scenario titled “Community Resource Efficiency Training” proposed leveraging civil society for broader impact. The prospective teacher outlined the strategy as follows: ‘Organizing specialized seminars for non-governmental organizations (NGOs) on the efficient use of natural resources ensures that sustainability consciousness reaches all layers of society. Since NGOs have strong community ties, educating them creates a multiplier effect, allowing correct consumption habits to spread more rapidly and effectively among the public’.

The social sustainability dimension of the 58 scenarios created by pre-service teachers was categorized into eight groups (Table 5). Social sustainability was achieved through financial gains from economic sustainability. The socially sustainable dimension reflects the monetary gain from the economic dimension.

As illustrated in Table 5, the social dimension of the scenarios is primarily anchored in Environmental Awareness (n = 15) and Social Welfare (n = 15), indicating that prospective teachers view social sustainability as deeply interconnected with education and quality of life. In the Environmental Awareness scenarios, participants proposed leveraging educational initiatives to disseminate ecological consciousness across the broader community. The Social Welfare group focused on transforming economic savings into social benefits, explicitly aiming to enhance community welfare (f = 11), create new green jobs (f = 2), and design habitable public spaces (f = 2). Similarly, the Community Health scenarios (n = 12) emphasized preventative measures, linking environmental quality directly to public well-being. The remaining themes—Cooperation (n = 6), Clean Water Access (n = 5), and Recycling Culture (n = 3)—highlighted the necessity of collective action and equitable resource distribution to foster a cohesive and resilient society.

3.2. Pre-Service Teachers’ Actions (Behaviors) Toward SD

For one week, the 18 pre-service teachers who participated in the study performed 128 actions (behaviors) related to SD. The field experts grouped these actions as electricity-saving, water-saving, energy-saving, recycling, environmental protection, and paper-saving. Although some actions could have been categorized into two groups, they were grouped to facilitate the research.

Distribution of pre-service teachers’ actions toward SD

Table 6 illustrates the 128 action groups of pre-service teachers for SD over a period of 1 week.

As presented in Table 6, the participants performed a total of 128 sustainability-related actions over the course of one week. The actions were predominantly clustered in Saving Electricity (n = 42) and Water Savings (n = 25), accounting for more than half of the total behaviors. An analysis of these leading categories reveals that prospective teachers primarily engaged in individual, low-effort behaviors within their dormitories and homes, such as turning off unused lights (f = 22) and conserving water during personal hygiene (f = 16). These actions were likely driven by a combination of environmental awareness and the immediate economic benefit of resource conservation. The Recycling group (n = 24) focused on the proper disposal of waste in designated bins (f = 19), while Energy Savings (n = 15) and Protecting the Environment (n = 15) involved lifestyle choices such as using cloth bags (f = 13) and walking short distances (f = 5) to minimize carbon footprint. Finally, Saving Paper (n = 7) was achieved through digital alternatives like e-invoices, reflecting a shift towards paperless transactions in daily life.

The analysis of the transition from scenarios to actions reveals the critical success factors and key drivers that enabled prospective teachers to implement these behaviors. The primary drivers identified were individual feasibility, cost-efficiency, and autonomy. Participants successfully translated scenarios into actions when the behaviors required low effort (e.g., turning off lights), offered direct economic benefits (crucial for students living in dormitories), and could be performed independently without requiring complex institutional infrastructure or permissions. Conversely, complex scenarios involving structural changes (e.g., renewable energy systems) were not translated into action due to the lack of these drivers. This finding suggests that, for future reproducibility, sustainability interventions should focus on empowering students with low-cost, high-autonomy actions while simultaneously addressing institutional barriers

3.3. Comparison of Pre-Service Teachers’ Scenarios of SD and Their Actions Toward SD

The study included 58 scenarios and 128 actions. Specifically, 58 pre-service teachers did not produce scenarios that would contribute positively to SD, while 18 pre-service teachers performed 128 actions (behaviors) toward SD. While 58 pre-service teachers participated in scenario creation, 18 pre-service teachers took part in the actions, and 40 pre-service teachers did not participate. Candidates’ participation in implementing SD actions remained at a low level. The scenarios and actions were created in accordance with the environment and living spaces of the pre-service teachers, and no scenarios or actions were related to the metacognitive level.

The scenarios in (Table 2) are as follows: education and training, water savings, electricity savings and generation, consumption culture, waste, suggestions and incentives, and solar utilization. The actions listed in Table 6 include electricity savings, water savings, recycling, energy savings, environmental protection, and paper savings. When the scenarios and actions are compared, water savings, electricity savings, and generation stand out. In addition, the scenarios concerning consumption culture, waste, suggestions, incentives, utilization of the sun, and actions related to recycling, energy conservation, environmental protection, and paper conservation support one another. For example, the scenarios of throwing waste into recycling bins and fruit and nut shells into nature were reflected in separating PET bottles, paper, and garbage, and disposing of them in the designated recycling bins. While Table 2 includes scenarios for education and training, Table 6 does not include actions for education and training.

4. Discussion

An examination of the sustainable development (SD) scenarios developed by prospective teachers, as presented in Table 1, reveals that themes related to education and training, as well as water conservation, were the most prominent. The fact that the study group consisted of prospective teachers helps explain the predominance of education-oriented scenarios. The emphasis on integrating SD into course content, recycling practices, and the efficient use of technology demonstrates the participants’ awareness of education as a critical component of sustainable societies. This finding is consistent with the literature, which highlights education as a fundamental pillar of sustainable development [29]. Similarly, scenarios focusing on efficient water use and rainwater harvesting align with UNESCO’s Designation of water management as a strategic entry point for sustainable development. The literature also notes that countries are increasingly implementing water conservation policies in response to rising water demand [30,31].

In scenarios addressing electricity conservation and renewable energy, prospective teachers particularly emphasized the use of solar panels and energy efficiency. This finding supports previous studies, drawing attention to the environmental impacts of electricity production and the importance of renewable energy sources [32]. Moreover, these scenarios are consistent with global policies aimed at reducing fossil fuel consumption, including the outcomes of the 2023 Climate Change Conference held in Dubai, which called for the phase-out of fossil fuels by 2050.

In consumption culture scenarios, participants emphasized the need to transform individual consumption habits as a fundamental requirement for sustainable development. This perspective aligns with studies that highlight the decisive role of consumption behaviors in achieving sustainability [33,34]. Waste management scenarios included practices such as recycling and the ecological use of organic waste, reflecting the role of teachers in fostering zero-waste practices and sustainable lifestyles among students [35]. Scenarios involving suggestions and incentives focused on public transportation, bicycle use, rural development, the preference for natural materials, and individual organic farming practices, indicating awareness of the social dimension of sustainable development. Finally, scenarios related to solar energy use emphasized the integration of solar energy into daily life and the reduction in natural resource consumption. By highlighting that solar energy use reduces resource depletion and enables the transfer of more natural resources to future generations, these scenarios are consistent with the core principles of sustainable development [2].

An analysis of the environmental dimension of the scenarios presented in Table 2 reveals that environmental protection was the most dominant theme. The fact that 41 out of 58 scenarios fell within this category indicates a high level of environmental sensitivity among prospective teachers. These scenarios addressed issues such as preventing ecological pollution, conserving natural resources, developing habits of keeping the environment clean, and promoting ecological harmony. This finding is consistent with the literature, suggesting that both teachers and students tend to associate sustainable development primarily with its environmental dimension [36,37,38]. Previous studies have shown that students focus predominantly on the environmental dimension in discussions of sustainable development [39]. Moreover, they often equate sustainable development with environmental education [40,41]. Educating future generations as environmental advocates is, therefore, considered crucial for sustainable and progressive policies [16]. Accordingly, research indicates a consensus among educators that integrating environmental sustainability projects into the educational curriculum is essential [32,42,43,44].

In the specific context of Türkiye, these findings gain additional significance due to national sustainability initiatives such as the “Zero Waste” (Sıfır Atık) project, which has been integrated into the Turkish educational curriculum to foster environmental consciousness among students and teachers alike. The prospective teachers’ emphasis on resource conservation—particularly the action of unplugging electrical appliances to mitigate “phantom energy” consumption—aligns with Türkiye’s strategic goals for energy efficiency and the reduction of carbon emissions. These localized actions reflect a growing awareness in the Turkish educational landscape, where teachers are increasingly viewed as the primary agents for translating national environmental policies into grassroots behavioral changes.

The seemingly “basic” nature of the actions reported by participants—such as resource conservation in dormitories—should not be interpreted as a lack of data quality, but rather as an authentic reflection of the “Cognitive–Practice Gap.” While prospective teachers can conceptualize complex sustainability scenarios, their actual behaviors remain confined by structural and institutional boundaries. This discrepancy itself is a primary finding of the study, highlighting that awareness alone is insufficient without the transformation of physical and social environments.

The second most prominent theme, the reduction in gas emissions, focuses on decreasing fossil fuel use and reducing greenhouse gas emissions. The development of scenarios in this direction aligns with scientific findings that emphasize fossil fuel-based emissions as the primary cause of global warming [32]. Awareness of reducing fossil fuel consumption also corresponds with international targets aimed at limiting global temperature increases. The scenarios developed by prospective teachers that emphasize reducing gas emissions and fossil fuel use are therefore crucial in terms of measures to combat global warming. The International Energy Agency has reported that, unless sufficient measures are taken to minimize greenhouse gas emissions, global temperatures could rise by up to 3.5 °C by the end of the twenty-first century [45].

The third-ranked theme, efficient water use, focuses on water conservation and the protection of groundwater resources. The attention given to this issue is consistent with the literature, which indicates that water resources are increasingly diminishing due to population growth, urbanization, and climate change [46,47,48,49]. These scenarios also align with UNESCO’s goal of ensuring access to safe and affordable drinking water. The fourth-ranked theme, scenarios involving the use of natural fertilizers, reflects awareness of sustainable agriculture and the preservation of soil cycles. The emphasis on natural fertilizers instead of chemical fertilizers is consistent with the principles of sustainable food production.

An examination of the economic dimension of the scenarios presented in Table 3 reveals that prospective teachers’ scenarios related to economic sustainability were primarily shaped by material gains derived from environmental sustainability. In 33 out of the 58 scenarios, savings in budgets allocated to environmental issues were identified as economic benefits. This finding suggests that the participants perceived economic sustainability not as an independent dimension, but rather as a natural outcome of environmental practices. The candidates identified water and energy savings, reduced health expenditures, increased production and efficiency, the provision of raw materials through recycling, and transportation savings as economic benefits. This approach suggests that economic sustainability was primarily conceptualized in terms of cost reduction and resource efficiency. The emphasis by [50] on environmental improvements as a determining factor in sustainability is consistent with the candidates’ tendency to associate economic gains with environmental savings. Similarly, Refs. [51,52] state that economic sustainability is inseparably linked to environmental and social sustainability.

However, the absence of United Nations-defined subthemes of economic sustainability—such as population dynamics, consumer behavior, globalization, and ethical tourism—indicates that the economic dimension was addressed within a limited framework. This limitation may be attributed to an insufficient coverage of financial sustainability in course content and to the lack of a holistic approach to sustainability. Previous studies have shown that teachers agree on the necessity of integrating environmental sustainability projects into educational curricula [44]. Ref. [53] defines economic sustainability in terms of capital preservation, while ref. [54] emphasizes the transfer of natural resources to future generations. When these definitions are considered, it can be concluded that prospective teachers primarily reduced the economic dimension to environmental savings and were unable to reflect the broader economic components of sustainability in their scenarios.

An examination of the scenarios related to the social dimension developed by prospective teachers, as presented in Table 5, reveals that this dimension is primarily structured around the transformation of material gains derived from economic sustainability into social benefits. The scenarios predominantly emphasized fostering environmental awareness, improving societal well-being, and supporting public health, followed by themes such as social solidarity, access to clean water, developing a recycling culture, facilitating access to natural toys, and promoting the use of solar energy. These findings suggest that prospective teachers interpreted social sustainability as the use of material resources in processes of social improvement, such as raising environmental awareness, enhancing social welfare, and creating new employment and living spaces. This perspective is consistent with Reference [55] that social sustainability encompasses core components such as equity, health, well-being, participation, and quality of life. Furthermore, the themes of environmental awareness, public health, access to clean water, and social cooperation reflected in the scenarios align with the findings of [6], who emphasize the education, climate, energy, sustainable cities, and resource management dimensions of the Sustainable Development Goals. Overall, these results indicate that prospective teachers perceive social sustainability as a structure centered on human needs and social cohesion; however, they tend to address the social dimension primarily through the lens of transferring economic benefits into social domains.

An analysis of the 128 actions developed by prospective teachers, as shown in Table 6, reveals that the majority of these actions focused on sustainable development (SD), specifically on resource conservation and environmental protection. The actions were most frequently associated with electricity conservation (42%), water conservation (25%), recycling (24%), energy conservation (15%), environmental protection (15%), and paper conservation (7%). This distribution suggests that prospective teachers prefer practical, feasible, and individually effective sustainability behaviors that can be implemented in their daily lives. Energy production and consumption are key components of sustainable development and are among the priorities of SD education [56]. The prominence of electricity and water conservation indicates a high level of awareness among prospective teachers regarding resource efficiency, energy consumption, greenhouse gas reduction, and the global importance of water. Previous studies have shown that students most commonly engage in direct environmental behaviors, such as turning off lights and recycling, within the context of sustainability [57], which is consistent with the findings of the present study. Similarly, prospective teachers’ actions related to water conservation align with an awareness of water as a critical global resource [58].

Actions related to recycling, energy conservation, reducing paper use, and decreasing plastic consumption indicate that prospective teachers value behaviors that contribute to both environmental and economic sustainability. Previous research has emphasized the importance of balanced use and reduction in natural resource consumption [59]. Recycling is widely recognized as a core principle of sustainability [60] and as an effective means of providing low-cost raw materials [61]. In this respect, the preferences expressed by the participants demonstrate a strong alignment with the literature. Although the actions performed by the prospective teachers do not directly address macro-level issues such as global migration, war, poverty, or income inequality, it should be noted, as emphasized by reference [19], even small-scale individual behaviors play a significant role in building a sustainable future. The findings indicate that prospective teachers are aware of their personal responsibilities regarding sustainability and are capable of taking practical steps in their daily lives.

In conclusion, while the actions developed by prospective teachers primarily strengthen the environmental dimension of sustainable development, they also point to a significant potential for future teachers to educate globally aware and responsible citizens. Understanding teachers’ perspectives is crucial for effectively conveying sustainable development content and fostering the competencies required for sustainability [16]. Therefore, teacher education programs should be structured to support prospective teachers in recognizing global challenges, developing sensitivity toward these issues, and generating concrete actions [58]. The literature further emphasizes that education for sustainable development should not remain at the level of knowledge alone, but should be supported by learning approaches that foster competencies enabling individuals to cope with challenges [62,63].

A comparison of the sustainable development scenarios developed by prospective teachers and the SD-related actions they performed reveals that, although 58 participants created 58 scenarios, only 18 prospective teachers carried out a total of 128 actions. This discrepancy suggests that, while prospective teachers exhibit a high level of cognitive awareness of sustainable development, their engagement at the practical level remains limited. Consistent with the literature, previous studies have reported that the pragmatic dimension of sustainable development research is relatively weak and that socio-emotional and skills-based experiential studies are insufficient [64]. Similarly, meta-analytic findings on SD awareness highlight the importance of experiential learning opportunities that enhance students’ willingness to engage in action [16]. These findings underscore the need to support education for sustainable development with learning methods that extend beyond knowledge acquisition and aim to develop competencies that enable individuals to address real-world challenges [62,63].

The scenarios developed by the prospective teachers and the actions they performed are generally consistent in terms of scope. In both categories, water and electricity conservation emerged as prominent themes. Moreover, scenario themes such as consumption culture, waste management, suggestions and incentives, and the use of solar energy were found to correspond with action-based behaviors, including recycling, energy conservation, environmental protection, and paper saving. For example, scenario themes related to waste separation or leaving organic materials in nature were reflected in actions such as using recycling bins. However, the absence of corresponding actions for education- and training-oriented scenario themes may be attributed to the fact that the actions were limited to one week.

5. Conclusions

Overall, prospective teachers’ cognitive awareness of sustainable development (SD) and the ideas expressed through their scenarios are primarily aligned with their practice-oriented behaviors. A similar study reported that prospective teachers’ awareness of sustainable development and global climate change was at a moderate level [65]. Nevertheless, the limited level of practical engagement indicates a need for more comprehensive and practice-oriented approaches to enhance prospective teachers’ competencies in the field of sustainable development.

The examination of future-oriented sustainable development (SD) scenarios and the corresponding actions performed by prospective teachers leads to the following five overarching conclusions:

• Dominance of the Environmental Dimension in Cognitive Frameworks: Prospective teachers’ SD scenarios primarily emphasize the environmental dimension, with water conservation and education-related training emerging as the most prominent themes. Out of 58 scenarios, 41 were directly focused on environmental protection—specifically pollution prevention, resource management, and ecological sensitivity. This suggests that, while candidates view education as a fundamental pillar of sustainability [29], their cognitive framework is still primarily rooted in traditional environmental stewardship rather than a holistic sustainability model.
• Narrow Conceptualization of Economic Sustainability: Economic sustainability is predominantly evaluated through the lens of material gains derived from environmental savings. In 33 out of 58 scenarios, financial benefits were identified only as a byproduct of reduced budgets for environmental problem-solving (e.g., lower water and energy bills). This suggests that prospective teachers often prioritize the economic dimension over cost-efficiency and resource conservation, overlooking broader UN-defined components such as ethical trade, globalization, and sustainable production.
• Social Sustainability as a Byproduct of Economic Gain: Social sustainability scenarios are structured mainly around the transformation of economic savings into social benefits. Participants focused on using financial gains to foster environmental awareness, improve societal well-being, and support public health. This reinforces the conclusion that candidates perceive the social dimension as contingent upon economic and ecological success, with a focus on human needs and social cohesion within their immediate environments.
• Preference for “Low-Effort” and Resource-Based Actions: In practice, the 128 identified actions were heavily concentrated on resource conservation, with electricity (42 actions) and water saving being the most frequent behaviors. Most actions were individually manageable and feasible within daily life, such as unplugging devices or turning off lights. Notably, while education and training were the leading themes in the scenarios, they were absent in the actual behaviors. This discrepancy is attributed to the extended timeframe required for educational activities, which was not feasible within the study’s one-week observation period.
• The Cognitive–Practice Gap: The most critical conclusion of this study is the significant discrepancy between cognitive awareness and practical engagement. While 58 candidates successfully developed complex SD scenarios, only 18 participants (31%) actively implemented these ideas into behavioral actions. This suggests that a high level of theoretical knowledge and a positive attitude toward sustainability do not necessarily translate into practical application. The findings highlight the urgent need for teacher education programs to transition from knowledge-based instruction to competency-based and experiential learning models to bridge this “awareness–practice gap”.

6. Limitations and Recommendations

6.1. Limitations of the Study

The limitations of this study are primarily methodological, stemming from the specific study group and the data collection process encountered during the research.

Sample size and representativeness: The study was conducted with a total of 58 prospective teachers from different disciplines within the Faculty of Education. The limited sample size and the lack of balanced representation across disciplines restricted the generalizability of the findings and the sample’s ability to represent the population. In addition, the unequal number of prospective teachers from each discipline who chose the elective course on Education for Sustainable Development (ESD) further reduced the representativeness of the sample.

Participant attrition: Although 58 prospective teachers participated in the study, only 18 of them reported concrete actions (behaviors) related to sustainable development (SD). This constituted a significant limitation, making it difficult to compare the scenarios developed for SD with the actual actions performed.

Short duration of action implementation: SD-related actions were collected over one week, during which a total of 128 actions performed daily by 18 prospective teachers were analyzed. The short data collection period limited both the diversity and depth of the data, thereby hindering the development of a richer and more comprehensive dataset.

Participants’ living environment: Most of the participating prospective teachers resided in student dormitories, which influenced the types of SD-related actions they could perform. As a result, actions are primarily focused on water and electricity conservation, thereby limiting the emergence of a broader range of sustainable development behaviors.

6.2. Recommendations

The recommendations presented in this section were developed in line with the identified limitations of the study.

To enhance the generalizability of the findings and better represent the population, future studies should include larger samples comprising prospective teachers from different faculties. Research involving equal numbers of participants from each discipline within faculties of education would contribute positively to sample representativeness.

Balancing the number of scenarios and actions, conducting studies in which the number of prospective teachers who develop SD scenarios is similar to the number of those who perform SD-related actions would allow for more accurate and meaningful comparisons between scenarios and actions.

Extending the data collection period, allowing for longer timeframes to identify SD-related actions, would enable the collection of more comprehensive and diverse data, thereby increasing the depth and robustness of research findings.

By including diverse living and learning environments, future research examining SD-related actions in different living contexts (e.g., students living with their families or in diverse socio-cultural environments) would enhance the understanding of the topic and contribute to the identification of a broader range of sustainable development behaviors.