Preparing Environmentally Responsive Teachers: Ecological Literacy of Preservice Teachers in a Climate-Vulnerable Coastal Community

Abstract

Coastal communities in the Philippines are among the most vulnerable to the impacts of climate change, including flooding, coastal erosion, sea-level rise, and biodiversity loss. In this context, future elementary school teachers play a crucial role in promoting environmental awareness and strengthening community resilience to climate-related risks. This study investigated the ecological literacy of Bachelor of Elementary Education (BEED) students in a coastal municipality, focusing on ecological knowledge, environmental attitudes, ecological practices, and students’ perceived roles as future educators in addressing climate change. A mixed-methods convergent parallel design was employed involving 70 purposively selected third- and fourth-year BEED students from Southern Luzon State University–Tagkawayan Campus. Quantitative data were collected through a validated ecological literacy survey, while qualitative insights were gathered from written reflections describing students’ lived experiences with climate change. Data analysis included descriptive statistics, independent-samples t-tests, one-way ANOVA, Pearson correlation analysis, and thematic analysis. The findings revealed moderately high levels of ecological knowledge (M = 3.84) and strong pro-environmental attitudes (M = 4.12), but only moderate ecological practices (M = 3.73), indicating a gap between environmental awareness and consistent ecological behavior. No significant differences were found based on gender or year level; however, significant differences emerged with respect to coastal residence, with students living in coastal areas demonstrating higher ecological knowledge, attitudes, and practices. Pearson correlation analysis further revealed significant positive relationships among knowledge, attitudes, and practices, with environmental attitudes showing the strongest association with ecological practices. Qualitative findings highlighted students’ lived experiences with flooding, typhoons, coastal erosion, and biodiversity loss, accompanied by expressions of concern, responsibility, and hope, as well as perceptions of institutional barriers that hinder sustained environmental advocacy. The study concludes that BEED students possess strong cognitive and affective foundations of ecological literacy shaped by their exposure to climate-related risks. However, the development of consistent ecological practices requires greater emphasis on experiential learning, curriculum integration, and stronger school–community partnerships. Strengthening ecological literacy within teacher education programs is therefore essential for preparing future educators to contribute to climate resilience and environmental sustainability in vulnerable coastal communities.