Insights of Pre-Service Teachers in Renewable Energy Sources on Environmental Science Course
DOI:
https://doi.org/10.54536/ajec.v5i2.7218Keywords:
Environmental Science Education, Pre-Service Teachers, Renewable Energy SourcesAbstract
This study explores the insights of pre-service teachers regarding renewable energy concepts and their integration into the Environmental Science course at a selected university in Mindanao, Philippines. Using in-depth interviews and focus group discussions with 10 purposively selected participants, the research identifies varying levels of awareness among pre-service teachers, with most knowledge limited to theoretical discussions. While students recognized the environmental and economic benefits of renewable energy, particularly solar energy, many expressed concerns over the lack of practical applications and hands-on learning within the course. Thematic analysis revealed three major themes: awareness of renewable energy concepts, perspectives on the potential adoption of solar energy in the university, and overall insights of renewable energy sources. Participants expressed strong support for integrating renewable energy solutions in campus infrastructure but identified barriers such as high initial investment, technical challenges, and limited institutional support. The findings emphasize the importance of revising educational approaches to include experiential learning and institutional policy development that supports sustainable energy practices. This study contributes to the discourse on environmental education and positions higher education institutions as key agents in advancing climate action and the Sustainable Development Goals (SDGs).
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