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Supporting preservice teachers' understanding of sustainability and marine plastic pollution (S&MPP) through a hybrid learning environment project
Original title: Supporting preservice teachers’ understanding of sustainability and marine plastic pollution (S&MPP) through a hybrid learning environment project
Summary
Norwegian researchers tested a teaching program that connects future teachers with real companies and schools to learn about marine plastic pollution together, rather than just studying it from textbooks. Teachers who went through this hands-on, collaborative approach felt more confident and better equipped to teach kids about plastic pollution as a complex, real-world problem. While this study focuses on education methods rather than health effects directly, better-trained teachers matter for public health because they shape how the next generation understands and responds to plastic pollution—an issue increasingly linked to microplastics contaminating our food, water, and even our bodies.
Purpose This study aims to explore how a hybrid learning environment contributed to preservice teachers’ holistic understanding of sustainability and marine plastic pollution (S&MPP). It examines how this understanding was strengthened through cross-institutional collaboration and the co-construction of the learning environment, with MPP functioning as a boundary object between university, company and school partners. Design/methodology/approach This was explored in the context of a collaborative project between a university and a company dedicated to S&MPP in Norway. The project was designed according to socio-scientific issues (SSI)-based education and conducted in 2020 and 2021 with two different preservice teacher cohorts. The data consist of written responses and group interviews with six preservice teachers, drawn from a larger reference population of final-year students in a five-year integrated teacher education programme. Adjustments were made between the two cohorts, particularly in relation to cross-institutional communication. Findings Cross-institutional communication was identified as an important factor for the preservice teachers’ experience of the hybrid learning environment. Preservice teachers moved towards a more holistic understanding of teaching SSIs and gained confidence in addressing S&MPP through reflective communication and experience-based communication within the hybrid learning environment. This was identified as of central importance to support systemic insight beyond the individual level. Originality/value The study exemplifies how hybrid learning environments can integrate real-world contexts into teacher education, preparing preservice teachers to engage with complex SSIs. It highlights the transferability of this approach to other SSIs and underscores the importance of communication and external partnerships in fostering meaningful learning.