Journal of Education, Society and Behavioural Science

This study examined sustainability literacy among pre-service science teachers and explored whether their literacy levels differed according to gender and locale. A quantitative cross-sectional survey design was adopted. Data were collected through an online questionnaire using convenience sampling from 66 pre-service science teachers. Sustainability literacy was measured using a scale covering knowledge, attitude, and behaviour related to sustainability. Descriptive statistics were used to determine the overall level of sustainability literacy, and independent-samples t-tests were used to examine differences based on gender and locale. The findings showed that the mean sustainability literacy score was 166.39, with a standard deviation of 14.30. Most participants were found to have an average level of sustainability literacy, while smaller proportions demonstrated low and high levels. Female participants recorded a slightly higher mean score than male participants; however, the difference was not statistically significant. Similarly, rural participants recorded a higher mean score than urban participants, but this difference was also not statistically significant. The findings suggest that pre-service science teachers possess a moderate level of sustainability literacy, with no meaningful variation based on gender or locale in the present sample. The study highlights the need to strengthen sustainability-oriented teacher education through competency-based, experiential, and action-oriented learning practices.