Investigation of the relationship between sustainableconsumption behavior and environmental literacy of classroomteacher candidates

This study investigates the connection between classroom teacher candidates' environmental literacy and sustainable consumption. The amount of sustainable consumerism and environmental literacy among teacher candidates varies based on factors such as gender, grade level, mother's and father's educational backgrounds. There are 144 (103 female, 41 male) teacher candidates in the classroom teaching departments of a state university in the Central Black Sea Region's college of education as of the spring semester of the 2022–2023 academic year. One of the better research techniques, the relational scanning model, was applied in this study. With the data gathered for the study, both descriptive and inferential statistical analyses were performed. Positive link changes between teacher candidates' sustainable consumption and access to the environment, unnecessary purchases, savings, and degrees of reusability, according to freedom of study. The environmental conservation and frugal sub-dimensions of teacher candidates' spending are strongly correlated with each other, but the reusability and needless purchase sub-dimensions are only somewhat correlated. The reusability sub-dimension and the non-cost purchasing and savings sub-dimensions have a low significant positive association. Nonetheless, a lasting and noteworthy correlation between the reusability sub-dimensions and environmental changes was not discovered. Moderate relationships exist between the environmental awareness sub-dimension and the environmental anxiety sub-dimension, and strong relationships exist between teacher candidates' environmental literacy and environmental awareness, environmental concern, and sub-dimensions of environmental awareness. It is observed that the development of sustainable consumption and the environmental literacy of teacher candidates have a somewhat strong, favorable link. Savings on sustainable consumerism, the environment, and unnecessary purchases made by aspiring instructors. There are no appreciable differences based on gender. Gender differences are also evident in the non-item-coded needs purchases made by teacher applicants. Depending on their educational background, teacher candidates' and their moms' sustainable consumption lifespans varied significantly. Based on the moms' educational background, it was found that there was no discernible difference in terms of the benefits to the environment, reusability, savings, and purchase costs. According to their educational standing, the dads of the teacher candidates did not significantly differ in terms of sustainable consumption efficiency, environmental savings, savings, or unnecessary purchasing transactions. There is no discernible variation in the environmental literacy of aspiring classroom teachers based on parental education or gender. Therefore, in order to increase teacher candidates' awareness of sustainable consumption and environmental literacy, educational activities should be conducted to improve their perceptions of these concepts. Additionally, content related to these concepts should be added to the curricula of environmental courses in higher education.