Development of a Conceptual Model for Eco-Literacy Integration in Pre-Service Science Teacher Education

Eco-literacy has become an essential component of education for sustainable development, requiring teacher education institutions to prepare future science educators who are capable of promoting environmental responsibility through meaningful teaching practices. This study explored the current integration of eco-literacy in Basic Education Institutions as the basis for developing a conceptual model for eco-literacy integration in pre-service science teacher education. Using a qualitative phenomenological research design, data were gathered from science teacher educators through semi-structured interviews and open-ended survey responses. The collected data were analyzed using Braun and Clarke’s thematic analysis framework. The findings revealed six interrelated themes: (1) integration through content and competencies, (2) experiential and practical eco-literacy, (3) awareness, responsibility, and sustainable habits, (4) uneven yet improving preparedness of pre-service teachers, (5) required competencies and ecological mindsets, and (6) the need for teacher education program improvements. These themes collectively demonstrate that while eco-literacy is already embedded across the curriculum, its implementation remains inconsistent due to variations in instructional practices, teacher preparation, and institutional support. Drawing from these findings, the study proposes a conceptual model that positions curriculum integration, teacher capacity, and institutional enablement as interconnected dimensions that collectively foster the development of eco-literate pre-service science teachers. The model offers a research-informed guide for curriculum developers, teacher educators, higher education institutions, and policymakers seeking to strengthen sustainability education through coherent and systematic eco-literacy integration in pre-service science teacher education.