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Assessing in-service chemistry teachers’ environmental literacy on hydrosphere pollution
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Researchers assessed the environmental literacy of 66 in-service chemistry teachers regarding hydrosphere pollution topics including microplastics, agricultural runoff, ocean acidification, e-waste, and persistent organic pollutants. Teachers showed moderately low overall environmental literacy with limited knowledge and frequent misconceptions on newer issues like microplastics, despite demonstrating strong pro-environmental dispositions.
Effective environmental education depends on teachers who possess both scientific understanding and the ability to translate it into meaningful classroom practice. In this study, the environmental literacy (EL) of in-service chemistry teachers regarding hydrosphere pollution was investigated. An online instrument assessed environmental knowledge, competencies, dispositions, and environmentally responsible behaviour across five critical topics: agricultural runoff, ocean acidification, microplastics, e-waste, and persistent organic pollutants. Data from 66 in-service teachers revealed a moderately low overall EL, with limited knowledge, varied competencies, and frequent misconceptions, especially on newer issues. Teachers demonstrated strong pro-environmental dispositions but exhibited inconsistent behaviour. Neither participation in in-service education nor the educational level at which teachers teach showed significant differences in their EL. The results highlight the discrepancy between positive dispositions and actionable knowledge and competencies. These findings indicate the need to reconsider and strengthen the design of in-service education programmes and the curricular integration of hydrosphere pollution issues.Effective environmental education depends on teachers who possess both scientific understanding and the ability to translate it into meaningful classroom practice. In this study, the environmental literacy (EL) of in-service chemistry teachers regarding hydrosphere pollution was investigated. An online instrument assessed environmental knowledge, competencies, dispositions, and environmentally responsible behaviour across five critical topics: agricultural runoff, ocean acidification, microplastics, e-waste, and persistent organic pollutants. Data from 66 in-service teachers revealed a moderately low overall EL, with limited knowledge, varied competencies, and frequent misconceptions, especially on newer issues. Teachers demonstrated strong pro-environmental dispositions but exhibited inconsistent behaviour. Neither participation in in-service education nor the educational level at which teachers teach showed significant differences in their EL. The results highlight the discrepancy between positive dispositions and actionable knowledge and competencies. These findings indicate the need to reconsider and strengthen the design of in-service education programmes and the curricular integration of hydrosphere pollution issues.
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