Mohammed, D. (2024). Using Environmental Education Approach to Enhance Future EFL Teachers' Language Green Skills and A Growth Mindset. CDELT Occasional Papers in the Development of English Education, 87(1), 401-444. doi: 10.21608/opde.2024.384377
Dalia Ali Maher Abbass Mohammed. "Using Environmental Education Approach to Enhance Future EFL Teachers' Language Green Skills and A Growth Mindset". CDELT Occasional Papers in the Development of English Education, 87, 1, 2024, 401-444. doi: 10.21608/opde.2024.384377
Mohammed, D. (2024). 'Using Environmental Education Approach to Enhance Future EFL Teachers' Language Green Skills and A Growth Mindset', CDELT Occasional Papers in the Development of English Education, 87(1), pp. 401-444. doi: 10.21608/opde.2024.384377
Mohammed, D. Using Environmental Education Approach to Enhance Future EFL Teachers' Language Green Skills and A Growth Mindset. CDELT Occasional Papers in the Development of English Education, 2024; 87(1): 401-444. doi: 10.21608/opde.2024.384377
Using Environmental Education Approach to Enhance Future EFL Teachers' Language Green Skills and A Growth Mindset
Associate professor of Curriculum & EFL Instruction Faculty of Education – Minia University- Egypt
Abstract
The present study aimed at investigating the effectiveness of using an environmental education approach to equip future EFL teachers with language green skills and a growth mindset. The study utilized the quasi-experimental research method (pretest-posttest control group design). Sixty participants enrolled in the basic education section at the Faculty of Education, Minia University were randomly assigned to two intact groups: a treatment group (n=30) and a non-treatment group (n=30). The participants in the treatment group were trained and instructed using an environmental education-based program designed by the researcher whereas their counterparts in the non-treatment group did not receive such training as they received regular instruction. Instruments of the study included a test of sustainability knowledge, a test of green knowledge, a scale of eco-select navigator, and a scale of a growth mindset. The findings revealed that the participants in the treatment group significantly surpassed their counterparts in the non-treatment group in the post-performance of the test of green knowledge, a scale of eco-select navigator, and a scale of a growth mindset. Thus, the environmental education-based program proved its effectiveness for developing language green skills and a growth mindset among future EFL teachers. Suggestions for further research and recommendations were also presented.
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