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Sabina Ivanchuk, Valeriia Moshura, Vsevolod Zelenin
DOI: https://doi.org/10.46502/issn.1856-7576/2023.17.02.11
Cómo citar:
Ivanchuk, S., Moshura, V., & Zelenin, V. (2023). Training future educators to develop ecological knowledge of preschool and school
children. Revista Eduweb, 17(2), 126-137. https://doi.org/10.46502/issn.1856-7576/2023.17.02.11
Training future educators to develop ecological
knowledge of preschool and school children
Capacitar a futuros educadores para desarrollar el conocimiento ecológico de
los niños en edad preescolar y escolar
Sabina Ivanchuk
ivanchuk.sabina@gmail.com
https://orcid.org/0000-0002-9655-0634
Associate Professor, Candidate of Pedagogical Sciences, Department of Preschool Education, Donbass
State Pedagogical University, Ukraine.
Valeriia Moshura
valeriamoshura@gmail.com
https://orcid.org/0000-0003-3721-3221
Postgraduate Student, Department of Political Psychology and International Relations, Ukrainian State
Drahomanov University, Ukraine.
Vsevolod Zelenin
sevacello@gmail.com
https://orcid.org/0000-0003-1267-9308
Professor, Candidate of Psychological Sciences, Department of Political Psychology and International
Relations Ukrainian State Drahomanov University, Ukraine.
Recibido: 12/02/23
Aceptado: 01/04/23
Abstract
In the article, the basic principles of training future educators and teachers in the field of
environmental education are discussed. Such a process requires mastering a set of innovative
pedagogical knowledge on ecology to be aware of them in the future and integrate such knowledge
into the profession of a teacher. This determined the relevance of the topic of this study. The article
aims to determine the results of the effectiveness of the introduction of disciplines that increase the
level of environmental knowledge and introduce innovative pedagogical methods in this area. It is
equally important to determine the assessment of the usefulness of introducing new disciplines on
methods of teaching environmental knowledge among students (attitude to innovations, anxious use
of innovations, external barriers to the integration of innovations into pedagogical practice, readiness
to use innovative pedagogical knowledge). A comprehensive approach to methodology was used in
the study. The main method in the work is the method of pedagogical experiment. Moreover,
descriptive, statistical, and theoretical methods are also applied. The methods of questionnaires and
observation were employed to diagnose the effectiveness of innovative research, according to
preschool teachers. The main hypothesis is the assumption that innovative environmental knowledge
courses and self-education activities contribute to the competence and quality of teacher training
significantly and provide for their integration into the work of school and preschool education. The
result of this study is evidence that teacher training programs and new pedagogical methods related
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to innovations in ecological education affect the ability to operate with new methods and modern
knowledge in future professional practice. A further prospect is the development and implementation
of effective methods for introducing innovative pedagogical knowledge into the training of teachers in
the field of preschool and school education.
Keywords: Teacher education, ecological knowledge, ecological literacy, ecological awareness, eco-
ethics.
Resumen
En el artículo se discuten los principios básicos de la formación de futuros educadores y docentes en
el campo de la educación ambiental. Tal proceso requiere dominar un conjunto de conocimientos
pedagógicos innovadores sobre ecología para ser consciente de ellos en el futuro e integrar dichos
conocimientos en la profesión de docente. Esto determinó la relevancia del tema de este estudio. El
artículo tiene como objetivo determinar los resultados de la efectividad de la introducción de disciplinas
que aumentan el nivel de conocimiento ambiental e introducen métodos pedagógicos innovadores en
esta área. Es igualmente importante determinar la evaluación de la utilidad de introducir nuevas
disciplinas sobre métodos de enseñanza del conocimiento ambiental entre los estudiantes (actitud
hacia las innovaciones, uso ansioso de las innovaciones, barreras externas para la integración de las
innovaciones en la práctica pedagógica, disposición para usar el conocimiento pedagógico innovador).
En el estudio se utilizó un enfoque integral de la metodología. El método principal en el trabajo es el
método de experimento pedagógico. Además, también se aplican métodos descriptivos, estadísticos
y teóricos. Los métodos de cuestionarios y observación se emplearon para diagnosticar la efectividad
de la investigación innovadora, según los maestros de preescolar. La hipótesis principal es el supuesto
de que los cursos innovadores de conocimiento ambiental y las actividades de autoeducación
contribuyen significativamente a la competencia y la calidad de la formación docente y prevén su
integración en el trabajo de la educación escolar y preescolar. El resultado de este estudio es evidencia
de que los programas de formación docente y los nuevos métodos pedagógicos relacionados con las
innovaciones en la educación ecológica afectan la capacidad de operar con nuevos métodos y
conocimientos modernos en la práctica profesional futura. Otra perspectiva es el desarrollo e
implementación de métodos efectivos para introducir conocimientos pedagógicos innovadores en la
formación de maestros en el campo de la educación preescolar y escolar.
Palabras clave: Formación docente, conocimiento ecológico, alfabetización ecológica, conciencia
ecológica, ecoética.
1. Introduction
Innovative pedagogical knowledge is an essential component of modern pedagogical competence. It
allows for high-quality and modern work and learning. In today's world, innovative knowledge is most
relevant in industries that are in crisis and require increased attention, the search for ways to eliminate
threats and prevent them. This includes environmental education, which involves work on raising
people's environmental awareness. The search for the most effective ways to introduce environmental
education into the modern educational space determines the scientific issues of modern scientific
research (Hadley & Belfiore, 2018). This also determined the relevance of our study.
The effective use of their knowledge of the subject, upbringing, education, training, and the latest
educational technologies, as the introduction of the latest pedagogical research into the educational
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process, requires future specialists in preschool and school education to acquire competence in the
use of new knowledge and innovations (Zhernova, 2018). In other words, teachers should have
adequate knowledge in the field of environmental education and be morally and professionally
prepared to use such innovations and realize their necessity (Basyuk et al., 2019).
In the conditions dictated by the 21st century, effective education of children's ecological awareness
relies on the need to educate members of an active civil society and professionals who have acquired
functional and critical thinking skills, such as pedagogical, ecological, and digital literacies (Chorna,
2018).
Future specialists in the field of preschool and school education should receive guidelines and methods
that teach the formation of environmental knowledge in children. Moreover, they should be interested
in learning about the latest research, ideas, and approaches to environmental issues to meet their
own professional needs and the needs of their students (Zhernova, 2018). An important aspect of
such education is the readiness to change following the rapidly changing living and learning conditions
of society. Accordingly, researchers Aydın and Zhu, (2017) found that it is important for a future
teacher to have professional training in environmental education, and innovative pedagogical
knowledge. What is more, teachers should also implement the practice of ecological awareness
education in their professional activities systematically, as they must meet the needs of the child in
the future.
The research aims to establish the results of the effectiveness of the introduction of disciplines that
increase the level of ecological knowledge and introduce innovative pedagogical methods in this area,
as well as to determine the students' assessment of the usefulness of introducing new disciplines'
methods of teaching ecological knowledge.
Based on the goal, the following research tasks are planned to be performed:
– to study the combination of abilities and capabilities of future teachers and educators related to
the integration of environmental education into teaching practice;
– determine the demographic and qualification characteristics of the students participating in the
project;
– to identify students' attitudes towards innovative pedagogical knowledge in environmental
education; to learn about their readiness to apply new scientific discoveries in the field of ecology
and pedagogy in practice; to find out how future teachers assess their preparedness to educate
ecological awareness in children.
2. Literature Review
Innovative measures that can make work in preschool education innovative are proposed in the latest
research projects (Momot & Muraev, 2020). In many experimental studies, the following guidelines
have been adopted as a basis for developing innovations and ways to introduce innovations in
introducing environmental knowledge into education in the context of aggravation of ecological
problems, the multiculturalism of their perception, and openness of the information space (Group P.
A. C. T. E. et al., 2018; Unesco.org., 2016).
In this context, university education implements research programs that focus on finding methods
and ways to form ecological knowledge in students and teach them how to disseminate this knowledge
in their professional activities.
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Among the main topics considered in modern pedagogical science are the following: the problems of
introducing environmental knowledge for a modern child who is cut off from close communication with
nature and awareness of the need to combat environmental losses (Chawla, 2020); analysis of the
components of pro-environmental awareness on consumer behavior, the impact of environmental
topics on the product image, pricing, and reasonable cost (Shen & Wang, 2022); introduction of
positive education, positive psychology, and disciplines that teach well-being and environmental
sustainability into the educational space (Seligman, 2018). Several studies have also addressed the
problematic issues of the quite successful idea of positive education, where sometimes there are
pressing discussions about individualism, the promotion of the idea of elitism, and the conditional
novelty of this trend (O’Connor & Cameron, 2017; Wong & Roy, 2017).
The problems of introducing innovations into the educational space are also in the circle of interest of
modern researchers. This is, primarily, the search for effective ways to acquire the necessary
knowledge and skills to use information and communication technologies in professional activities
(Dzvinchuk et al., 2020). The intensity of the integration of innovations into educational practice was
studied (Arbol del, 2018). The degree of use of innovative technologies in the educational process,
the impact of innovations on curriculum development, and the introduction of innovations in the
educational process are also considered (Jayashree, 2017). There are studies devoted to the
implementation of universal pedagogical technologies in pedagogical practice (Puranik, 2020). The
rules and sequences of educational activities at all levels of pedagogical education are reviewed
(Senthilkumar, Kannappa, 2017). Cross-cultural competencies for future teachers in terms of
integration processes were studied and prepared (Borysenko, Sydorenko, Grytsenko, Denysenko &
Yurina, 2022).
3. Methodology
For the effective implementation of the pedagogical experiment, an integrated approach to the
research methodology should be used. The descriptive method, such as analysis and synthesis, was
used to describe and analyze theoretical research. In the course of the pedagogical experiment,
empirical (diagnostic) methods were used, as well as a questionnaire (written form) and observation
methods to determine the effectiveness of innovations and their evaluation by participants in the
educational process. Statistical methods are used to evaluate the results of the experiment.
The method of the pedagogical experiment was used for one academic semester (6 months) in 2021-
2022 (September 2021 - January 2022). The described course of implementation of new courses of
innovative content is also considered from the point of view of observation. The observation method
is empirical. Therefore, it is not possible to directly determine the effectiveness of introducing
innovations in environmental education through new educational trends as a systematic change.
The experiment involved students of pedagogical universities (Hryhorii Skovoroda Kharkiv National
Pedagogical University (Faculty of Primary Education, Faculty of Preschool Education), National
Pedagogical Dragomanov University (Pedagogical Institute). The experiment involved a total of 74
2nd year students (first bachelor's degree), specialties 012 Preschool Education (34 people), 013
Primary Education (40 people). All respondents were divided into 4 groups, two groups in each
institution: 2 control groups (CG-1 (Kharkiv) - 17 individuals and CG-2 – 20 individuals (Kyiv)) and 2
experimental groups (EG-1 – 17 individuals (Kharkiv) and EG-2 (Kyiv) – 20 individuals). The variable
in the experimental group is the introduction of 2 new courses "Innovative Knowledge: Context of
Pedagogical Education" and "Methods of Teaching Ecological Knowledge" to the system of disciplines
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approved in the curriculum from 2021. Control groups studied the traditional curriculum but were
informed about the availability of new courses in the experimental groups.
Stage 1. The research team conducted a questionnaire to determine the demographic and qualification
characteristics of the respondents who participated in the pedagogical experiment. Teaching and
methodological materials for the new courses were prepared, and preliminary consultations were held
with the teachers who teach these courses.
Stage 2. At this stage, in parallel with the new academic disciplines, the experimental and control
groups are surveyed on the respondents' attitude to the introduction of innovations into practice and
the level of perception and assessment of the need to develop ecological awareness as an important
component of education, as well as the readiness to implement innovations in practice.
Stage 3. At the final stage, a second survey was conducted in the experimental groups and the control
groups on the level of perception and evaluation of innovations, methods of teaching environmental
education, and progress monitoring.
All participants of the pedagogical experiment voluntarily agreed to participate in the experiment and
gave their written consent. The research team received permission from the faculty administration to
conduct the research and guaranteed the respondents' anonymity and privacy.
As for the difficulties faced by the researchers during the survey, the following should be mentioned:
the need for time (1 semester - 6 months), and it is impossible to identify the reasons for the change
in respondent's assessments since it was not possible to conduct a qualitative in-depth study.
4. Results
Experimental groups within the new academic disciplines "Innovative Knowledge: Context of
Pedagogical Education" and "Methods of Teaching Ecological Knowledge" studied innovative teaching
strategies of modern pedagogy, defined by the Stanford Research Institute International (The Open
University, 2023). The courses presented the designated innovations with in-depth explanations and
examples of each environmental education strategy in action.
At the initial stage (Stage 1), respondents were surveyed on their gender and professional
characteristics, including information on age, experience, gender, and previous education.
Table 1.
Demographic and qualification characteristics of respondents (author’s development)
CG-1
EG-1
CG-2
EG-2
Age
18-23
10
12
16
14
24-30
7
5
4
6
Gender
Female
17
17
19
20
Male
0
0
1
0
Receiving a second diploma
3
4
1
3
Experience in teaching (if any)
1-3
5
4
2
5
In total
17
17
20
20
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According to the demographic situation, the vast majority of students are women. The groups
are formed in such a way that all age categories are represented, with the majority being 18 to
23 years old (52 people) and the minority being 23 to 30 years old (22 people). There are students
with little experience in teaching. In total, there are 16 people.
At stage 1, competencies, abilities, and capacities were also identified, which showed the
presence and level of necessary and important abilities of the future teacher. These personality
traits were to be purposefully developed through training in the use of innovations and their
implementation in practice.
Figure 1.
A set of necessary and important abilities that should be developed in future teachers
and educators (author's development).
A high level of communicative competence (the ability to communicate successfully) makes it
possible to easily establish contact with children and adults, clearly articulate thoughts, explain,
and communicate following the requirements and needs of the audience. A teacher's creativity
implies the presence and continuous development of creative abilities, which allows them to
present educational material in a non-standard and interesting way and teach children creativity.
Organizational skills determine the teacher's ability to build processes of interaction with a group,
team, or personality, explain ways of environmental interaction in society, create an effective
communication structure, and influence the work on the formation of environmental awareness.
The ability to reflect forms the basis of the teacher's eco-ethics, allowing him or her to analyze
the educational process and the results of work. The teacher's flexibility makes it possible to
quickly respond to the needs of students in certain aspects of ecological knowledge and to correct
the child's behavior.
At stage 2, in parallel with the introduction of new courses in EG-1 and EG-2, a survey was
conducted for all participants in the groups. Under the scheme presented above, a questionnaire
Abilities and skills of the teacher
Creativity
The ability to communicate
successfully
Organizational skills
The ability to reflect
Behavioral flexibility
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was drawn up and respondents were interviewed to assess the preliminary implementation of
new courses with an increased component of environmental knowledge.
Table 2.
The level of perception and evaluation of the implementation of innovative pedagogical
knowledge on ecology by students
№
Yes
No
Partially
Perception of innovations in teaching methods of environmental
education
EG-1
7
6
9
6
4
5
2
7
6
9
6
7
CG-1
EG-2
CG-2
Perception of innovations to be implemented in practice
EG-1
6
4
7
8
4
7
3
3
7
9
7
9
CG-1
EG-2
CG-2
Anxiety about using environmental education innovations in work with
children
EG-1
5
4
6
7
3
5
3
4
9
11
8
9
CG-1
EG-2
CG-2
Barriers and complexes associated with environmental personality
education programs
EG-1
7
8
6
7
1
3
2
2
9
9
9
11
CG-1
EG-2
CG-2
Previous experience in innovation activities
EG-1
2
3
3
2
13
15
12
13
2
2
2
5
CG-1
EG-2
CG-2
Perception of innovation-related courses
EG-1
8
8
5
10
2
3
2
1
7
9
10
9
CG-1
EG-2
CG-2
Integrating innovations into teaching practice
EG-1
8
6
5
9
2
3
3
1
7
11
9
10
CG-1
EG-1
CG-2
My negative attitude to innovations in ecological education can be
changed
EG-1
6
8
4
6
1
1
0
1
10
11
13
13
CG-1
EG-2
CG-2
(author's development)
In general, most respondents have a positive attitude toward innovations, but only 20 out of 72
respondents answered positively about their implementation. 38 pedagogues are partially ready
to implement innovations in practice. Twenty-four people can fully change their attitude to the
introduction of the latest pedagogical knowledge, and 36 people can partially change their
attitude.
At the final stage (Stage 3), after completing the courses, the respondents also took a survey to
assess their perception of innovative pedagogical knowledge.
As is evident, at the final stage, the changes in the control groups are insignificant, within the
statistical variance, amounting to 3% in total. The small amount of experience in the practice of
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innovation has led to minimal changes in the views of environmental education as innovative.
The greatest change in attitudes was observed with categorical negative answers (no), which
decreased in all groups. However, in EG-1 and EG-2, 8% more students have a positive attitude
towards innovations and the need for environmental knowledge, but in CG-1 and CG-2 this
decrease was insignificant - 3%.
Table 3.
The level of perception and evaluation of the implementation of innovative pedagogical
knowledge by employees of preschool education
№
Yes
No
Partially
Perception of innovations in environmental education teaching
methodology
EG-1
9
7
10
6
2
3
1
6
6
10
6
8
CG-2
EG-1
CG-2
Perception of innovations to be implemented
EG-1
6
4
8
10
3
7
1
1
8
9
8
9
CG-1
EG-2
CG-2
Anxiety about using environmental education innovations in work
with children
EG-1
5
4
8
10
1
4
1
2
11
12
8
8
CG-1
EG-2
CG-2
Barriers and complexes related to environmental personality
education programs
EG-1
10
9
8
7
1
2
0
1
6
9
9
12
CG-1
EG-2
CG-2
Previous experience in innovation activities
EG-1
5
3
3
2
10
15
7
13
2
2
10
5
CG-1
EG-2
CG-2
Perception of innovation-related courses
EG-1
9
8
8
10
1
3
0
0
7
9
9
10
CG-1
EG-2
CG-2
Integrating innovations into teaching practice
EG-1
9
6
7
10
1
1
1
1
7
13
9
9
CG-1
EG-2
CG-2
My negative attitude to innovations in ecological education can be
changed
EG-1
7
8
10
7
0
1
0
1
10
11
10
12
CG-1
EG-2
CG-2
(author's development)
After listening to the new training courses, 71% of the experimental group had a positive attitude
(ready and partially ready) to innovations in the future practice of forming ecological knowledge
in children, while 58% of the control group had a positive attitude. In general, the number of
teachers ready to use innovations in school education increased by an average of 10% in the
experimental groups and 3% in the control groups, while the number of those who were fully
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ready increased by 6%. Most of the 74 students in the final pedagogical experiment were ready
to introduce new subjects.
5. Discussion
Over the past decades, innovative measures that can make environmental education innovative
have been proposed and supported by many research programs carried out with the help of some
global organizations (UNESCO, UN), The EU Smart Cities Information System (The Smart Cities
Information System), projects (The European Innovation Partnership on Smart Cities and
Communities), and programs (EU-Eastern Partnership, European Fund for Strategic Investment
(EFSI)) (Unesco.org., 2016). The innovative educational space for the promotion of environmental
knowledge is presented as a set of tasks and conditions for their effective implementation, starting
with the training of young professionals in the field of preschool and primary education.
In recent years, many studies have analyzed students' attitudes towards the principles of
environmental education and its necessity and further practical activities. In a study on measuring
the environmental literacy of Slovak technical students (Sueldo & Streimikiene, 2016), it was
noted that the formation of environmental awareness and its complexity depends on rational
arguments, facts, and a qualitatively new system of values. This system is called "eco-ethics,"
and it takes care of the ability to communicate one's beliefs, self-reflect, and become a moral
example for others. This homogeneity in the formation of children's ecological awareness, in our
opinion, is positive and should be based on the professional approach of the teacher to
environmental education. Innovative methods of teaching and upbringing make it possible to find
effective solutions to environmental problems.
A study of students' perceptions of success, career, and prosperity (Trask-Kerr et al., 2019)
showed that some young people emphasize the need for environmental safety and the ecological
component of human life expectancy as a condition for a quality and successful future. According
to the study, 35.59% of students focused only on individual goals. Meanwhile, 44.07% expressed
concern about the environmental situation and linked the environment and their own successful
life in the future in abstract terms. In all experimental groups, there were discussions about the
relationship between individual happiness and social and environmental well-being. According to
the results of our study, 65% of the students who participated in the experiment had a favorable
or relatively favorable attitude toward environmental education and the need to form the
foundations of environmental awareness in children.
The pedagogical experiment presented here is also a logical continuation of similar works that
consider innovation as part of the teaching profession (Ivanova et al., 2020), the peculiarities of
introducing innovations and the latest pedagogical knowledge into practice (Kiki-Papadakis &
Chaimala, 2016). Special attention should be paid to the introduction of non-discriminatory
research programs, socio-cultural programs to adapt educators to new knowledge, eco-ethics
guidelines, and the removal of psychological and cultural barriers to innovation by all participants
in the educational process (Boghian, 2018; Balanyuk, 2014). Our experience has shown that
familiarization with environmental knowledge and ethics requires the use of the latest
technologies. Barriers and concerns about the formation of ethical foundations need to be
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discussed and can be overcome by educators at the university level. Future teachers and
educators can implement innovations in different ways, and invite specialists to the classroom.
The issues of forming environmental education in non-standard, crisis, and extreme conditions
that children and teachers in Ukraine are currently facing remain unresolved. It is important to
find ways to overcome psychological and cultural barriers to the perception of ecological
knowledge.
6. Conclusions
The research model of this study continues similar projects that have been carried out in Ukraine
and other European countries. Such research contributes to the study of those prediction
characteristics that can determine attitudes toward innovative pedagogical knowledge and
environmental education guidelines of future school and preschool teachers. Thus, it is possible
to identify a set of factors that provide for the integration of new knowledge and innovations into
teaching practice.
The effectiveness of the introduction of an additional variable (academic disciplines) in the
experimental groups increased the positive attitude toward the need for environmental education
and innovative pedagogical knowledge for an average of 71% of respondents. This indicates the
need to introduce environmental education guidelines into the professional activities of practicing
teachers, constantly working to update the content of courses related to environmental education
and eco-ethics.
The problem of conscious innovation incompetence and psychological barriers that prevent
students from opening up to innovations in environmental education remains an open one. It is
essential to develop educational technologies that can help future specialists effectively overcome
psychological barriers.
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