Awareness of New Generation Environmental Problems: Scale Development for Pre-service Science Teachers
Scale Development for Pre-service Science Teachers
Abstract
This study investigates pre-service science teachers’ awareness of the environmental impacts of digital technologies—specifically artificial intelligence (AI), cryptocurrency mining, and E-sports games. While traditional ecological concerns are widely addressed in education, the environmental footprint of digital activities remains underexplored. To bridge this gap, the New-generation Environmental Problems Awareness Scale (NEPAS) was developed and validated with 291 pre-service teachers from two major Turkish universities. Data were collected via a mixed-method process that included exploratory qualitative inputs and a finalized 22-item Likert scale. Confirmatory factor analysis supported a three-factor model: Environmental Awareness, Attitude Toward AI, and Attitude Toward Cryptocurrency, with high reliability and validity (Cronbach’s alpha = 0.92). Results revealed that although participants frequently used digital tools—especially smartphones and AI systems—awareness of their environmental consequences was moderate. Awareness levels varied significantly by gender, academic year, and exposure to environmental education. Notably, pre-service science teachers who took environmental courses scored higher in environmental awareness, but not in technology-specific dimensions. These findings highlight the necessity of incorporating emerging ecological risks tied to digital technologies into teacher education curricula. The NEPAS offers a domain-specific tool for assessing such awareness and can guide curriculum reform toward a more sustainable and digitally informed future.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 International Journal of Curriculum and Instruction

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Submission of an article implies that the work described has not been published previously (except in the form of an abstract or as part of a published lecture or academic thesis), that it is not under consideration for publication elsewhere, that its publication is approved by all authors and tacitly or explicitly by the responsible authorities where the work was carried out, and that, if accepted, will not be published elsewhere in the same form, in English or in any other language, without the written consent of the Publisher. The Editors reserve the right to edit or otherwise alter all contributions, but authors will receive proofs for approval before publication.
Copyrights for articles published in International Journal of Curriculum and Instruction are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.