Enhancing pre-service chemistry teachers’ environmental literacy through inquiry-based hydrosphere pollution activities

Abstract Teachers play a crucial role in developing students’ environmental literacy (EL), which is essential for reducing human impacts on the environment and fostering a more sustainable society. However, studies consistently show that the EL of pre-service teachers worldwide remains insufficient. To address this issue, a module on hydrosphere pollution was designed and implemented over one semester, consisting of six authentic inquiry-based learning (IBL) activities. The study involved 38 pre-service chemistry teachers. The results showed statistically significant improvements in participants’ overall EL, particularly in their environmental knowledge and their competencies in identifying and analysing environmental issues. Interestingly, a statistically significant decrease in environmentally responsible behaviour was also observed, which may be due to several factors. Additionally, students reported higher situational interest in hands-on laboratory activities compared to individual online ones, confirming the positive relationship between situational interest and learning outcomes. The findings highlight the potential of IBL as an effective pedagogical approach for enhancing pre-service chemistry teachers’ EL.