Exploring the content of environmental education programmes with a focus on the integration of education for sustainable development for the pre-service Life Sciences teacher training programmes

Abstract

Pre-service Life Sciences teachers play a crucial role in shaping future generations' views on environmental issues and sustainable practices. However, their ability to fulfil this role is often compromised by insufficient training in Environmental Education (EE) and Education for Sustainable Development (ESD). This gap in teacher preparation undermines both national curriculum intentions and global sustainability goals, highlighting an urgent need for reform in initial teacher education. Addressing this need, the study investigates the extent and quality of EE and ESD integration within the Bachelor of Education (B.Ed) and Postgraduate Certificate in Education (PGCE) Life Sciences programmes at three South African universities. The research is conceptually grounded in Karl Maton’s Legitimation Code Theory (LCT), particularly the semantic dimension, Semantic Gravity (SG) and Semantic Density (SD), which provides a lens to examine how knowledge is constructed, contextualised and communicated in curriculum and pedagogy. Adopting a qualitative, interpretive paradigm, the study employed purposive sampling, semi-structured interviews with Life Sciences lecturers and final-year students, and document analysis of relevant curricular materials. Data were analysed thematically through systematic coding and categorisation. Findings reveal that while environmental themes are evident in both B.Ed and PGCE programmes, their integration is inconsistent, fragmented and often lacks conceptual depth and contextual relevance. The study concludes that more coherent, interdisciplinary and contextually responsive approaches are needed to enhance the quality of EE and ESD in teacher education. Key recommendations call for curriculum reform, lecturer support and the development of pedagogical strategies ultimately empowering pre-service educators to respond meaningfully to the environmental and sustainability challenges of the 21st century.