Teachers’ Readiness for Ecopedagogical Practices in Sustainability Education

Abstract

This study examines teachers’ readiness to implement ecopedagogical practices in sustainability education by analyzing the roles of ecopedagogical knowledge, environmental attitudes, pedagogical beliefs, and institutional support. Grounded in critical pedagogy and ecological education theory, the study employs a quantitative approach using survey data collected from teachers in secondary and higher education institutions, which are analyzed through structural equation modeling. The findings indicate that ecopedagogical knowledge and pro-environmental attitudes significantly influence teachers’ readiness to adopt ecopedagogical practices, while institutional support serves as a key enabling factor in translating individual competencies into pedagogical action. Despite strong commitment to sustainability values, constraints such as limited professional development and rigid curricular structures continue to hinder effective implementation. The study highlights the importance of systemic support, including teacher training and curriculum flexibility, to strengthen ecopedagogical integration. This research contributes empirical evidence to sustainability education literature and reinforces ecopedagogy as a transformative approach for developing ecological consciousness and environmental responsibility.