Investigation of the effects of REACT-based activities on pre-service science teachers' environmental awareness development and anthropocentric–ecocentric approaches, and evaluation of their opinions

In recent years, the increase in environmental problems has made individuals' environmental awareness and consciousness more critical than ever. Education plays a pivotal role in enhancing environmental consciousness and fostering more responsible attitudes toward ecological issues. Science teacher candidates, as future educators, act as key agents in this transformation. Therefore, it is essential to expose them early on to educational methodologies that shape environmental attitudes. In line with this aim, various instructional approaches are being tested to support the development of environmental awareness among prospective science teachers. Anthropocentric and ecocentric perspectives offer valuable frameworks for understanding individuals' environmental viewpoints and guiding the transformation of these perspectives through education. This study aims to examine the effects of environmental activities based on the REACT model on the environmental awareness and attitudinal shifts of science teacher candidates, while also gathering their reflections on these experiences. The study was conducted in the fall semester of the 2024–2025 academic year using a quasi-experimental design that integrates both quantitative and qualitative research methods as mixed method study. The research sample consisted of 35 senior students enrolled in a science teacher education program at a public university. Data were collected through pre- and post-tests using two instruments: the "Environmental Awareness Scale" and the "Ecocentric, Anthropocentric, and Environmental Antipathy Attitude Scale." Additionally, in-depth interviews were conducted to include participants' individual perspectives in the findings. The REACT-based activities were designed around environmental scenarios intended to enhance participants' awareness and promote reflective thinking. Once the implementation phase was completed, all data were digitally archived. The interactive nature of the activities aimed to encourage shifts in perceptions toward the environment. The findings indicate that the REACT-based activities had a significant positive impact on participants' environmental awareness. Quantitative analysis revealed notable increases in environmental sensitivity and awareness levels post-intervention. Qualitative data collected through semi-structured interviews further showed that the teacher candidates, influenced by the REACT-based activities, expressed a strong willingness to address environmental issues at early education levels, emphasized the importance of social awareness, and demonstrated heightened sensitivity toward ecological challenges. Another noteworthy finding of the study is the observed shift in participants' environmental perspectives—from anthropocentric to more ecocentric orientations. In conclusion, environmental education activities based on the REACT model were found to be an effective tool in raising environmental awareness among science teacher candidates. These activities not only enhanced individual consciousness but also contributed significantly to transforming participants' environmental attitudes, particularly by fostering ecocentric thinking. The results underscore the need for incorporating more innovative approaches into future educational policies and recommend further research with broader and more diverse participant groups across various disciplines.