Study of the Impact of a Teaching–Learning Sequence on Marine Plastic Pollution: Transformative Environmental Education and Serious Games in Initial Teacher Education

Transformative Environmental Education and the One Health approach are key to preparing future teachers for the current ecosocial crisis. This study evaluated a Teaching–Learning Sequence (TLS) designed to address the origin, consequences, and environmental impact of marine plastic pollution, using an Escape Box as the central tool. It also sought to address people–ocean interdependence in accordance with one of the principles of Ocean Literacy. This qualitative and quantitative study employed a quasi-experimental pre-test/post-test design with 25 fourth-year Primary Education students at the University of Cádiz (Spain), grounded in a socioconstructivist learning cycle focused on Ocean Literacy. The results show that the designed sequence enabled future teachers to develop a better understanding of the issues associated with marine plastics, adopting a more complex conception and incorporating a view of the interdependence among people, animals, and ecosystems. The results also show that the Escape Box functions as a central didactic resource providing experiences that future teachers may transfer to their own teaching.