Awareness of New Generation Environmental Problems: Scale Development for Pre-service Science Teachers

Scale Development for Pre-service Science Teachers

Authors

  • Elif Sida Karaismailoğlu Hacettepe University, Graduate School of Educational Sciences
  • Sinan Erten Hacettepe University, Faculty of Education, Department of Mathematics and Science Education https://orcid.org/0000-0001-9546-2387

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. 

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Published

2025-09-01