Ecojustice in Pre-Service Teacher Education: A Thematic Literature Analysis

Authors

  • Bilgi Basak Ozgun Thompson Rivers University

Abstract

Integrating ecojustice into pre-service teacher education is critical to addressing the interconnected challenges of environmental degradation and social inequality. This study examines the incorporation of ecojustice principles into teacher education programs, emphasizing their importance in preparing educators to engage students with sustainability and equity issues.  Key findings reveal that while ecojustice is gaining theoretical recognition, its practical application remains limited. The research recommends the implementation of experiential learning, culturally responsive pedagogies, and Indigenous knowledge systems to enhance ecojustice education. Findings underscore the necessity of comprehensive frameworks that equip pre-service teachers with the theoretical and practical competencies required to promote sustainability and social responsibility. This research contributes to transforming teacher education to address 21st-century environmental and social challenges.

Keywords: Literature Review, Ecojustice, Pre-service Teacher Education, Environment Education, Experiential Learning, Culturally Responsive Pedagogy, Indigenous Knowledge

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Published

2025-12-16

Issue

Vol. 16 No. 2 (2025)

Section

Literature Review/Revue de la documentation

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