Pre-service teachers’ attitudes to and knowledge of marine plastic pollution and its impacts on the natural environment

Marine plastic pollution is a pervasive worldwide problem, with over 17 million metric tons of plastic entering oceans annually. While education is key to addressing this issue, initial teacher education lags behind other types of education. This paper responds to this gap by investigating a small sample of Australian early childhood and primary pre-service teachers’ (n = 13) attitudes to and knowledge of marine plastic pollution and its impact on natural environments. A mixed-methods questionnaire revealed that 100% of respondents are concerned about the impacts of marine plastic pollution, 100% believe consumers must demand less plastic, and 91% call for increased government efforts to clean up plastic pollution. Responses to the open-ended questions also identified challenges associated with tackling this issue, including the economic viability and widespread use of plastics, inadequate waste management systems, and resource constraints. Results also revealed that most respondents possess good knowledge about what constitutes marine plastic pollution and the impacts on natural and social systems. However, only a few could identify specific chemical effects of plastic pollution. This study provides baseline data to inform the development of marine plastic pollution education for initial teacher education programs, addressing a critical gap in preparing future teachers to tackle a global issue. • Pre-service teachers are knowledgeable and concerned about marine plastic pollution. • Many factors influence pre-service teachers' attitudes to marine plastic pollution. • Pre-service teachers want increased government efforts to clean up plastic pollution.