Introduction
The earthquakes that struck Türkiye on 6 February 2023 deeply influenced the orientation of this study. Beyond the extensive destruction and loss of life, the authors directly observed how collapsed structures generated air and water pollution and how institutional coordination failed during the crisis (Marangoz & İzci, Reference Marangoz and İzci2023; Salik Ata, Reference Salik Ata2023; Transparency International, Reference International2024; Union of Chambers of Turkish Engineers and Architects, 2023). The absence of organised support for animals – such as shelter, feeding and veterinary care – further revealed gaps in ecological responsibility, extending the crisis beyond human experience (Mutlu, Reference Mutlu2024). These lived observations distinguish this research from previous ecological citizenship studies (Ambarita et al., Reference Ambarita, Darmawan, Rahmat and Syaifullah2024; David, Reference David2007; Hayward, Reference Hayward2006; Jagers, Martinsson, & Matti, Reference Jagers, Martinsson and Matti2014) and motivated the authors to investigate ecological citizenship within the context of social studies education.
Research consistently shows that educational programmes play a key role in addressing ecological and environmental problems (Powers, Reference Powers2004; Teksöz et al., Reference Teksöz, Şahin and Ertepınar2010; Yazıcı et al., Reference Yazıcı, Kıvrak, Koca, Koca, Gökdemir and Ekiz2021). Yet ecological issues remain marginal in social studies curricula despite their social, economic and political implications (Kissling & Bell, Reference Kissling and Bell2020). David (Reference David2007) argues that schools can cultivate ecological citizens through responsibility-oriented, future-focused curricula. Responding to this need, the present study proposes an ecological citizenship training model grounded in data from preservice teachers.
Although numerous studies have examined preservice teachers’ ecological citizenship levels or perceptions, no research has developed an ecological citizenship model co-constructed with preservice teachers through grounded theory and incorporating family, school and practice dimensions. This study therefore addresses an important gap by offering a model that links theoretical frameworks with educational practice.
The integration of ecological issues into social studies education has been emphasised in recent scholarship (Zackary Seitz, Reference Zackary Seitz2020). Social studies education equips learners with the civic knowledge required to understand and respond to global environmental challenges (Chan, Reference Chan2025). As numerous studies show, environmental issues are inherently interdisciplinary and closely aligned with the aims of social studies (Chan & Alviar-Martin, Reference Chan and Alviar-Martin2022; Damico & Baildon, Reference Damico and Baildon2022; Hollstein & Smith, Reference Hollstein and Smith2020; Houser, Reference Houser2009). Given that the climate crisis demands global – not merely local – solutions (Humphreys, Reference Humphreys2009), and that young people express growing eco-anxiety worldwide (Hickman, Reference Hickman2020), social studies offers a pedagogically meaningful entry point for ecological citizenship education. Yet higher education has not sufficiently addressed this need (Khalaim & Budziszewska, Reference Khalaim and Budziszewska2024).
While Hadjichambis and Reis (Reference Hadjichambis, Reis, Hadjichambis, Reis, Paraskeva-Hadjichambi, Gericke, Pauw and Knippels2020) conceptualised environmental citizenship through psychological, political – societal and educational dimensions, the present model is empirically grounded and co-developed with preservice teachers. It integrates Family Education, School Education and central dimensions of ecological citizenship – sustainability, responsibility, participation, justice and self-control – into a practice-oriented structure. This model suggests that the social studies course can play an important role in supporting these subdimensions.
Concept of ecological citizenship
Traditional definitions of citizenship are inadequate for addressing contemporary global issues (Beck, Reference Beck2003). Ecological citizenship, defined as a commitment to justice, equality and shared environmental responsibility (Dobson, Reference Dobson2003), broadens citizenship to include rights and duties shaped by environmental interdependence (Flynn et al., Reference Flynn, Bellaby and Ricci2008; Matti, Reference Matti2006). Scholars emphasise that ecological citizenship entails responsibility for future generations (Dobson & Valencia Sáiz, Reference Dobson and Valencia Sáiz2005), collective responsibility (Aarnio-Linnanvuori, Reference Aarnio-Linnanvuori2019) and participation in environmental action (Gooding et al., Reference Gooding, Knox, Boxall, Phillips, Simpson, Nordmoen and Upton2025; Kennedy, Reference Kennedy2017; Mengsi & Zhengke, Reference Mengsi and Zhengke2018). Sustainability and self-control also play central roles (Barry, Reference Barry1999; Zhang et al., Reference Zhang, Fabrice, Kallis, van den Bergh, Weiler and Hueting2015; Akkuş Çutuk, Reference Akkuş Çutuk2020). Ultimately, ecological citizenship encompasses individual awareness, collective organisation and institutional engagement (Agyeman, Reference Agyeman2003; Dobson, Reference Dobson2007).
In line with these perspectives, this study defines the subdimensions of ecological citizenship – rights and justice, participation, responsibility, self-control and sustainability – and explores their connections to social studies education. We argue that the insights of preservice teachers, combined with the guiding principles of social studies education, can contribute meaningfully to the construction of ecological citizenship.
Ecological citizenship and social studies
Social studies aims to cultivate active citizenship (Herczog, Reference Herczog2010) and therefore carries significant potential for ecological citizenship education. By framing environmental issues as civic, political and social questions (Hollstein & Smith, Reference Hollstein and Smith2020; Shuttleworth, Reference Shuttleworth2015), social studies allows students to examine environmental controversies, democratic participation and shared responsibility (Houser, Reference Houser2009). Higher education institutions also play a key role by modelling sustainable practices through campus initiatives and institutional policies (Henderson & Tilbury, Reference Henderson and Tilbury2004; Lozano, Reference Lozano2010). As future teachers, preservice teachers will influence the ecological literacy and behaviours of the next generation (Major et al., Reference Major, Namestovski, Horák, Bagány and Krekić2017), yet their learning experiences often remain theoretical rather than practice-based (Widyanti, Reference Widyanti2021).
International studies demonstrate the importance of experiential approaches to ecological citizenship education – for instance, analysing local environmental debates or assessing the social impacts of energy infrastructure (Butler & Burgin, Reference Butler and Burgin2016; Kissling & Barton, Reference Kissling and Barton2013). Existing research in Türkiye, however, has largely focused on measuring ecological citizenship or developing related scales (Karatekin & Uysal, Reference Karatekin and Uysal2018; Ünal, Reference Ünal2019; Karaman et al., Reference Karaman, Gülersoy and Damarseçkin2024). The present study contributes to this field by offering a grounded, data-driven model developed through preservice teachers’ perspectives.
Dobson’s (Reference Dobson2007) ethical framework guides this study, emphasising moral responsibility as a core element of ecological citizenship. The model developed aligns with the NCSS “People, Places, and Environments” strand (NCSS, 2010), linking ecological citizenship with social studies education in a structured and pedagogically meaningful way.
Methodology and methods
The process of creating meaning is an interpretive one, whereby individuals construct their understanding of the world in which they live. In this manner, they construct their own worlds in accordance with their historical and social perspectives (Creswell, Reference Creswell2014). In this context, the study put forward a theory based on the understanding of the concept of ecological citizenship by preservice social studies teachers studying at state universities in Türkiye. The researchers employed a grounded theory approach to develop this theory. This section of the research addresses the following questions:
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• How do teacher candidates evaluate the concept of ecological citizenship?
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• What is the current level of proficiency among preservice teachers in establishing a contextual link between the subdimensions of ecological citizenship and the social studies curriculum?
The overarching theoretical framework for this study was the methodology proposed by Barney Glaser and Anselm Strauss (Reference Glaser and Strauss1967), known as grounded theory. This approach suggests strategic applications for qualitative research methods (Bryant & Charmaz, Reference Bryant and Charmaz2019). The use of grounded theory can promote the development of new ideas, either by exploring an unexamined subject or by furthering initial discoveries (Bakker, Reference Bakker2019). The objective of this study was to examine the concept of ecological citizenship in the context of impending environmental challenges, employing the grounded theory approach to elucidate the underlying meanings embedded in the perceptions of preservice social studies teachers. The purpose of grounded theory is to produce or discover an abstract analytical schema of a phenomenon related to a theory or a situation based on the experiences and perceptions of participants (Brown et al., Reference Brown, Stevens, Troiano and Schneider2002; Creswell & Creswell, Reference Creswell and Creswell2017; Corbin & Strauss, Reference Corbin and Strauss2008). The application of grounded theory in this research aims to develop a model based on data gathered from interviews with preservice social studies teachers and relevant documents. Grounded theory consists of three basic models. This study employed the systematic design approach proposed by Strauss and Corbin (Reference Corbin and Strauss2014) because it is widely used in educational research.
The sampling technique employed in this study was theoretical sampling, which is a purposive sampling method utilised in grounded theory research. In this sense, theoretical sampling can be described as a process whereby clues emerge during the analysis of grounded theory (Birks et al., Reference Birks, Hoare and Mills2019). The grounded theory research’s objective is to define, and present concepts, but, the participants are not the subject of the analysis. However, the focus of the analysis is the concepts that emerge from the data provided by the participants (Corbin, Reference Corbin2017). The participants were selected based on their specific interest in the fields of ecology, the environment, climate change and ecological citizenship. In this study, these specific areas of interest are categorised as follows: individuals who are members of non-governmental organisations (NGOs), those who participate in ecological education initiatives conducted by various organisations, and those who adhere to sustainable living practices (for instance, routinely engaging in beach cleaning every morning, abstaining from using plastic bottles and placing importance on recycling). The study sample consisted of teacher candidates from various universities in Türkiye who are training to become middle school (the age of students in middle school in Türkiye is between 11 and 14 years old) teachers. The research group included preservice teachers from these institutions, each of whom had previously engaged in a project related to the subject, attended seminars or lectures on the topic and actively participated in environmental and climate-related activities within university societies. In grounded theory studies, the attainment of theoretical saturation and the determination of when to cease data collection are explicitly delineated. This corresponds to the juncture at which the researcher recognises that no new concepts are emerging from the data and that existing categories continue to generate further instances (Urquhart, Reference Urquhart2018). In this study, it was observed that, owing to the participants’ mastery of ecology and related subjects, data repetition became evident among the first six participants and provisional categories began to emerge from the eighth participant onward. Once theoretical saturation was reached and the theory began to emerge with the twentieth participant the number of participants and interviews was limited to twenty. The researchers conducted the interviews with preservice teachers via video conferencing (Zoom) in container cities due to the two major earthquakes in Türkiye on 6 February 2023, and the suspension of activities at universities in the region as a result of this earthquake. As a result, preservice teachers were identified as participants after the completion of these interviews. In the preservice teacher group, 13 of the participants were female and 7 were male. Six of the participants were interviewed in container cities because they were directly affected by the earthquake (their houses were destroyed or heavily damaged), and 13 of the participants were interviewed via video conference (Zoom). Of the 20 teacher candidates, 4 were in their fourth year, 13 were in their third year and 3 were in their second year of study. The absence of first-year students was due to the fact that ecology and environment-related courses are not offered until the second year. Furthermore, 11 participants were affiliated with NGOs, 3 participants had previously engaged in ecology education programs, 3 participants had undertaken work related to sustainable living and 3 participants had a personal interest in the subject. The participants were pursuing their education at three different universities.
In the process of data collection for grounded theory research, the researcher is permitted to employ a range of methods to gain insight into the subject matter (Kolb, Reference Kolb2012). In contrast to other qualitative researchers, grounded theory researchers predominantly favour the interview as their preferred research technique. The primary rationale for this preference is that participants view the interview as the most effective means of self-expression, allowing them to articulate their thoughts and experiences in a detailed and meaningful manner (Charmaz, Reference Charmaz2006). In order to evaluate the social studies course in the context of ecological citizenship, the researchers employed a semi-structured interview format, which provided a framework for exploring the experiences of the preservice teachers. The initial version of the interview form comprised 15 questions. The pilot study was conducted to eliminate potential uncertainties that may be encountered in determining the participant recruitment process, interview method and sample and to test the validity and reliability of the data collection tool. Following the pilot study, it was determined that conducting interviews with participants who lacked expertise in ecology, climate and environment would not contribute to the study’s objectives. In line with the feedback obtained from the pilot study, the interview form was revised and a more robust methodological basis was established for the final data collection process. Based on piloting and feedback from field experts, 10 additional questions and probes were incorporated into the interview form to elicit more explicit statements from the participants. In addition to the interview form, the researchers analysed the short stories, poems and video comments written by the preservice teachers to gain a more in-depth understanding of their activities.
As Tarozzi (Reference Tarozzi2020) notes, grounded theory is not just a construct based on facts and documents, rather it is a product of lived experience. At the outset of the activities, the preservice teachers were instructed to watch an award-winning short animated film, DronEvreni (2017), which addresses environmental and climatic issues. They were then tasked with writing an essay outlining their conclusions drawn from the film. In the second activity, the preservice teachers were required to express their thoughts about the recent, significant climate crises in the world through the medium of poetry or metaphor, within the context of ecological citizenship. For the final activity, the preservice teachers were asked to watch one of Cutts’s (Reference Cutts2012) award-winning animated films, analyse its meaning, and then create a visual representation of it. Figure 1 shows a visual produced by one of the preservice teachers who showed a special interest in this topic.
The animated film MAN provided the visual inspiration.
The data presented in this study were analysed using a systematic design developed by grounded theorists. The decision to adopt a systematic approach was influenced by its pervasive utilisation within the domain of educational research. A systematic design is predicated on the utilisation of pre-determined, planned coding steps in the data analysis process or the visualisation of the theory developed as a consequence of the analysis (Creswell, Reference Creswell2015). Additionally, Strauss and Corbin (Reference Corbin and Strauss1990) employed the metaphor of an open buffet table to illustrate this technique, thereby providing researchers with the flexibility and creativity to make choices according to their individual preferences. These three coding techniques are referred to as open coding, axial coding, and selective coding, respectively (Corbin & Strauss, Reference Corbin and Strauss2014). In this study, the open coding technique was applied initially, with analysis commencing upon the collection of the data. Subsequently, in the axial coding process, the data were organised according to themes, and connections between the themes began to be established. In the third step, designated selective coding, the primary category was determined, and the process was concluded with the categories formed around this category.
In grounded theory, the processes of data collection, data analysis and theory development proceed in parallel with the writing of theoretical notes, and coding begins immediately after the initial encounter with the data (Bryant & Charmaz, Reference Bryant, Charmaz, Bryant and Charmaz2007). In this study, data collection was initiated concurrently, and with the commencement of data gathering, the transition to the first stage of coding was facilitated by constant comparative analysis. Constant comparative analysis is a method employed to develop the latent concepts embedded within the data, where coding and analysis are conducted simultaneously (Çelik & Ekşi, Reference Çelik and Ekşi2018). In the open coding phase, 29 subcategories were identified; these were subsequently refined into nine subcategories during axial coding, and in selective coding, four categories consolidated around the identified core category were determined. The core category of the study was established as “ecological consciousness,” and together with the surrounding categories of “livable world, a ray of hope, the prosperity of future generations, and holistic thinking about nature,” a theoretical framework was constructed.
The relevant ethical procedures were carefully followed during study. Prior to the start of the study, the necessary approval was obtained from our institution’s ethics committee. Participants were fully informed of the purpose, methods, data collection process and confidentiality principles of the study, and their written informed consent was obtained. The identities of the participants were kept confidential, and appropriate measures (e.g., encryption and anonymisation of data) were taken to ensure the data were secure. In addition, participants were informed that they could withdraw from the study at any time, which ensured that the study was conducted in accordance with ethical standards.
Findings
The findings section of the study includes the data obtained from the open-ended questions from 20 preservice teachers who participated, as well as an analysis of the documents. In the study, the title of the “ecological citizenship education model” that emerged from the views of the preservice teachers is mentioned first, and then the relationship between “the subdimensions of ecological citizenship and the social studies course” is evaluated.
An educational model for ecological citizenship
Analysing preservice social studies teachers’ views and responses to the research led to the conclusion that a system for raising ecological citizens is in place in primary education. In Türkiye, primary education covers children aged 6–14 years. The model presented in this study suggests applying primary education to the 10–14 age range at secondary school level. Figure 2 shows the model of this functioning system.
A working model for the education of ecological citizens.
In Figure 2, ecological consciousness, which is at the centre of the model, interacts simultaneously and reciprocally with three components. Family education aims to impart values such as responsibility and ecological consciousness to individuals and contributes to ecological consciousness through these internalised attitudes. School education reinforces this consciousness through citizenship education, respect for the environment and recycling practices. It is in constant interaction with ecological consciousness through the activities carried out at school. The model’s main dimensions include four principles that teacher candidates consider essential to ecological consciousness. The first is an approach to a liveable planet that focuses on protecting and sustaining our planet’s ecosystem. The second is sensitivity to future generations, reminding us that today’s decisions directly affect tomorrow’s lives. The third is a holistic view of nature that treats all living and non-living beings as an inseparable whole. The fourth is a hopeful approach that transforms these three dimensions from a bleak picture into a source of inspiration and motivation. These concepts form the conceptual framework for educational processes carried out at home and at school, strengthening the theoretical foundation of ecological consciousness. The two-way arrows between the components and ecological consciousness demonstrate how each environment (family, school and the main dimensions) undergoes continuous and mutual transformation with the fundamental processes that constitute its essence. This structure symbolises the development of ecological citizenship as a continuous, mutually reinforcing system rather than a linear process.
The concept of ecological consciousness underpins the model of training preservice social studies teachers. This concept forms the basis of the model and is supported by its main dimensions. In the ecological citizenship model, school and family education are inseparable, simultaneous and holistic processes. The preservice teachers expressed the following views while explaining the ecological citizenship model.
Unless a sense of responsibility is first instilled at home, however much you teach environmental practices at school, it doesn’t feel authentic. The sensitivity gained in the family plants the very first seed of ecological consciousness. (P12)
When we promote recycling habits in our class projects, students’ ecological respect becomes evident both on an individual and community level, which reinforces their consciousness. (P20)
To me, ecological consciousness isn’t just about recycling or saving energy; it encompasses responsibility towards future generations, hope for a liveable world and viewing nature as an integral whole. (P17)
When the values learned at home complement the practices I acquire at school, I form an unbreakable link between environmental protection, social responsibility and hope—this is what creates the core concept of ecological consciousness. (P2)
The concept of ecological consciousness, which is at the centre of the ecological citizenship upbringing model, was put forward by the preservice teachers in the entirety of basic behaviours such as protecting the environment and nature, taking responsibility, saving, being against waste and not throwing garbage on the ground. They believe that students who have this consciousness can fulfil the requirements of ecological citizenship. In the ecological citizen training model, the expression of raising consciousness to ensure functioning should be realised in terms of both the environment, nature, and ecology. Figure 3 presents the graph reflecting preservice teachers’ relationship with the concept of ecological consciousness, alongside the model’s subdimensions and other concepts.
Graphic of pre-service teachers talking about the concepts of the Ecological Citizenship Model.
The concept of a livable world is a fundamental aspect of the model for educating ecological citizens. This concept is a priority for preservice teachers when addressing their students and future generations as ecological citizens. From the perspective of hope, another core element of the model, it is highlighted that the 2018 Social Studies Curriculum includes features and concepts that can foster hope in the education of ecological citizens. This curriculum belongs to the Social Studies Curriculum published by the Ministry of National Education in 2018. Within the scope of the “People, Places and Environments” learning area of the program, students are encouraged to recognise the limitations of the natural environment and its resources and to develop the knowledge, attitudes and skills necessary to protect these resources and promote environmental consciousness, in order to achieve a sustainable understanding of the environment.
Holistic thinking about nature, which emphasises the subdimensions of ecological citizenship in the functioning of the model, posits that the dimensions of self-control, sustainability, participation, rights and justice and responsibility will be vital for the continuation of future generations and access to essential resources. When evaluating the subdimensions of ecological citizenship, preservice social studies teachers concluded that nature should be viewed in a holistic manner.
“Seeing nature as a whole showed me that self-control over resources and collective action are interconnected. Using water sparingly or organising clean-up events both arise from viewing the ecosystem as one living entity.” (P10)
“With a holistic view of nature, I realised that rights, justice, responsibility and sustainability are linked. In my lessons, I will show that equal access to clean water and air reflects our duty to future generations.” (P5)
In the context of the concept of welfare for future generations, which represents the final main dimension of the model, preservice social studies teachers indicate that they anticipate a more prosperous life by disseminating the principles of conservation to future generations. Preservice teachers reported the following statements regarding the development of consciousness of the environment and nature:
I believe that for future generations to live in a more abundant world, they need to learn to conserve resources today. Instilling habits of saving water and energy will directly improve their quality of life. (P18)
We must teach children recycling and sustainable farming practices so that they inherit a clean environment. This way, future generations will grow up in a society founded on natural well-being. (P4)
The preservice social studies teachers believe that state that in ensuring the effectiveness of the model of educating ecological citizens, it is essential to consider the role of family influence alongside the education provided at school. In this regard, the preservice teachers posit that families can instill in students the attributes of responsibility, thrift and environmental consciousness, which they can develop into the characteristics of ecological citizens by the time they reach school age. These characteristics are regarded as the fundamental environmental and conservation behaviours that can be acquired within the family in the process of becoming an ecological citizen. Preservice teachers expressed the following statements about the importance of family education and frugality:
“These values should be acquired first within the family. Early family-based education on protecting nature is essential. If I educate my own children well, they can later influence others. Behaviours learned in early childhood are not forgotten and can significantly support becoming ecological citizens.” (P1)
I have observed that the habit of using water and energy consciously at home has been acquired; this frugality shows that environmental consciousness is reinforced in the family as a concrete reflection. (P9)
In this work, it is of great importance to emphasise the concept of ecological consciousness, which represents our basic principle. The concept was presented by the preservice teachers as a set of basic behaviours, including protecting the environment and nature, assuming responsibility, conserving resources, recycling and avoiding littering. They contend that students with this consciousness are able to meet the requirements of ecological citizenship. The thoughts of preservice teachers on this issue are as follows.
I emphasise to my students that they must assume responsibility to foster consciousness of protecting the environment and nature. Saving water and energy, taking part in recycling, and being mindful of littering are the core behaviours of this consciousness. (P13)
Ecological consciousness starts with conserving resources and keeping nature clean. I ask my students to sort their waste, minimise unnecessary paper and plastic use, and avoid leaving litter around. (P19)
Subdimensions of ecological citizenship and the social studies course
The objective of social studies is to educate effective citizens who contribute meaningfully to society in alignment with its mission. In addition, effective citizens should be equipped with the knowledge and skills required to become ecological citizens, capable of protecting the environment and nature, as well as defending their rights in modern world. In this context, the preservice teachers identified a correlation between the subdimensions of ecological citizenship, namely responsibility, rights and justice, participation, sustainability, and self-control and the social studies course. At this point, it was seen that the theme was determined as ‘Holistic Nature Thinking’ in line with the data presented by the preservice teachers. Figure 4 below illustrates the interrelationship between the subdimensions of ecological citizenship and the social studies curriculum.
Social studies course and the subdimensions of ecological citizenship.
In Figure 4, the five core dimensions – Responsibility (climate crisis prevention, nature conservation), Rights and Justice (non-discrimination, access to justice), Sustainability (globalisation, consumer society), Participation (trusted CSOs, volunteerism, project creation) and Self-control (savings promotion, internalisation) – are presented as overlapping circles. The overlapping circles emphasise that each dimension interacts with the other, that none of them functions in isolation, but as part of a continuous whole. The principle of “Thinking Holistically about Nature,” positioned in the centre, stands out as the main unifying element of the model by bringing together the sub-elements of these five dimensions in a single framework. This arrangement eliminates the complexity caused by the previous structure and directly reveals the relationships between the dimensions and the central role of the holistic approach.
In their evaluation of the subdimensions of ecological citizenship, the preservice social studies teachers agreed that nature should be regarded as a unified entity. In this context, the participants employed fundamental expressions such as “being a regular ecological citizen, (P14)” “living in a clean environment, (P15)” and “loving and protecting the environment. (P8)” They exhibited an consciousness of the fact that the consequences of the climate crisis will become increasingly pronounced and severe in the future. They maintain that measures to mitigate the climate crisis can be implemented in straightforward ways and believe that they can raise consciousness of this issue among students through activities carried out within the school environment. The participant’s views on responsibility are as follows:
“Regarding the environment and climate change, I believe individual actions have limited impact; real progress requires political and state action. Still, I separate plastic, paper and household waste. People often buy unnecessary goods, and this should change. We should also use less water.” (P8)
Pre-service social studies teachers believe that the most important role in the responsibility dimension of ecological citizenship belongs to them. Their task is to teach ecological citizenship to their students and to make them understand the importance of protecting nature and the environment. They argue that, the change that begins in themselves will influence their students and guiding them to take decisive steps towards the future. In this sense, it is necessary to raise pupils’ consciousness in order to protect nature and reduce the effects of the climate crisis. The views of P10, especially on raising consciousness among students, are as follows:
We should do our best to protect the environment. It is necessary to warn not only ourselves but also the people around us to not harm the environment and encourage them to protect it. We should also teach this to our students by setting an example ourselves. (P10)
The concept of right and justice, another subdimension of ecological citizenship, was also evaluated by the preservice teachers through the subcategories of discrimination and lack of justice. They identified the concepts of rights and justice as the subdimension of ecological citizenship that is most frequently ignored and neglected. Numerous anthropogenic factors contribute to this phenomenon. With regard to the subdimension of rights and justice, the preservice teachers expressed a consensus that all living beings, at any stage of their existence, should be respected. One preservice teacher’s opinions regarding the dimension of rights and justice are as follows:
“If humanity continues with this mentality, we will face serious problems. Environmental and animal rights violations are constant, and I fear future generations may not see some species. Justice is also lacking in cases like deliberate forest fires. Some issues should stand above politics.” (P3)
The concept of sustainability can be regarded as one of the most significant subdimensions of environmental citizenship. The primary rationale for this is that it offers behaviours that will facilitate significant contributions to the perpetuation of human life. The preservice teachers mentioned the concepts of globalisation and consumption society in the sub-categories of the concept of sustainability. It was recommended that people should primarily focus on their needs, with a particular emphasis on consumption as a means of achieving this. It is imperative that recycling and renewable products are employed in order to guarantee sustainability, and that the general public is made aware of this necessity. While the preservice teachers emphasised the significance of understanding contentment in relation to sustainability, they provided illustrative examples from the context of village life and government policy:
“The essence of sustainability can be seen in village life, where nothing is wasted. Out of necessity, people use every resource fully—sheep wool becomes clothing, the skin becomes overalls, the horns become knife handles. Everything is utilised in some way.” (P5)
“Sustainability cannot be achieved individually; administrators must intervene. Some countries have already done this, and similar regulations could be implemented here. For example, making plastic bags paid reduced their use. Companies could also repurchase and recycle clothing. Otherwise, a ‘use and discard’ system is unsustainable.” (P11)
A further subdimension of ecological citizenship, participation was identified as a reliable nongovernmental organisation (NGO), volunteering, and project production. These subcategories were expressed by the preservice social studies teachers in their opinions. The expression of participation necessitates that citizens assume responsibility for addressing issues pertaining to ecological citizenship, thereby providing solutions or contributions to problems related to the environment and nature in urban and rural governance. In this regard, the preservice teachers indicated that it could be advantageous for citizens to engage in volunteer activities and participate in NGOs in order to address issues and contribute to the resolution of problems pertaining to the environment and nature. The preservice teachers’ opinions regarding the participation dimension were as follows:
“TEMA is one of the best-known NGOs in Türkiye. If I join such an organisation out of love for nature, I do not view it as political. When I worked as an athlete under the Ministry of Youth and Sports, I participated in tree-planting activities every year.” (P7)
The concept of self-control was incorporated into this study as an additional subdimension of environmental citizenship. This was based on the premise that ecological citizenship has an intrinsic dimension and that personal endeavours will also yield significant benefits. In the subcategories of the self-control subdimension, the preservice teachers included expressions that encouraged saving and internalisation. One opinion on the subject is as follows:
We need to minimize our needs. We should turn off the water when we brush our teeth. We should run our appliances when they are full, not every day. We should use the dishwasher and not wash by hand. Because we cannot control the water when we wash by hand. In this respect, self-control must be established both individually and socially in terms of perception. (P6)
Discussion and conclusions
This study explores preservice teachers’ evaluations of ecological citizenship within the social studies course. Their views suggest that social studies has the potential to cultivate a new generation of ecological citizens. As the course aims to develop effective citizens, it should also foster environmental consciousness as a prerequisite for ecological citizenship (Hoskins & Crick, Reference Hoskins and Crick2010). According to the participants, social studies provides a space for building skills such as environmental sensitivity, social responsibility and participation. Therefore, the higher education curriculum should reflect all dimensions of ecological citizenship.
The earthquake and the subsequent crises of ecology and social justice experienced by the authors and participants had an impact on the development of this model (Demirtaş et al., Reference Demirtaş, Doğru and Kılıç2024; Yıldırım, Reference Yıldırım2023; Taşlı, Reference Taşlı2024). The authors agree that “Ecological citizens will not emerge spontaneously; they must be created” (Melo-Escrihuela, Reference Melo-Escrihuela2008, p. 128). In this context, there is not an accepted methodology for the creation of ecological citizens, and the number of studies in this field needs to be increased (Dobson, Reference Dobson and Dauvergne2012; Jagers, Reference Jagers2009). However, Poškus (Reference Poškus2022) proposes a model of environmental citizenship in his study and adds the concept of environmental consciousness as one of the components of environmental citizenship in this model. In an alternative model proposal, Jenkins (Reference Jenkins2021) integrates the concepts of ecological and global citizenship within the educational framework, facilitating a more profound interconnectedness between humanity and the natural world.
By positioning ecological consciousness as the central tenet of the model, the researchers underscore the critical importance of cultivating consciousness, particularly in the context of the ongoing climate crisis. Various studies have shown that there is a significant relationship between ecological citizenship and environmental consciousness. In a study conducted in Portugal, it was shown that the connection with nature is directly related to environmental consciousness and responsible behaviours (Martinho et al., Reference Martinho, Monteiro and Soares2023). Drawing attention to the importance of the concept of ecological consciousness, Houser (Reference Houser2009) suggested that social studies teachers and researchers should introduce this concept into citizenship education teaching. Emphasising the importance of the concept of ecological consciousness, Rauch (Reference Rauch2000) stated in his study that schools play an important role in creating ecological consciousness and that instilling ecological responsibility in students will allow them to grow up as conscious individuals. On education at school as an important part of the ecological citizenship model the available evidence indicates that the teaching of ecological citizenship and climate change in schools is associated with a number of factors, including an open classroom environment conducive to discussion, students’ ability to utilise their existing knowledge and experiential learning (Lehtonen et al., Reference Lehtonen, Salonen, Cantell and Cook2018; Ojala, Reference Ojala2016; Nussey, Reference Nussey2021). In out-of-school education, the incorporation of self-control and peer teaching has been identified as a significant factor in the emergence of new issues (McCowan, Reference McCowan2021). In his study, Biesta (Reference Biesta2007) highlighted that the teaching of citizenship skills is not the exclusive domain of the school. Nevertheless, schools represent the optimal setting for young people to hone their citizenship skills and develop their ecological citizenship abilities (Van Harskamp et al., Reference Van Harskamp, Knippels and van Joolingen2024).
Bourban (Reference Bourban and Dauvergne2023) reported significant findings on ecological citizenship’s subdimensions – self-control, responsibility, participation, sustainability and rights and justice – noting similarities and differences with prior studies and, like our work, emphasising justice and responsibility. In contrast, he argues that those who use too much ecological space in an unjust way should reduce their ecological footprint. In the rights and justice dimension of ecological citizenship, preservice teachers emphasised that all citizens have equal rights and that there should be no discrimination. Despite these considerations, it is necessary to take into account the fact that in discussions of ecological justice, given the high ecological footprint of Northern countries and the disproportionate burdens borne by Southern nations, the question of how the principle of “equal rights” can be adapted at a global scale emerges as a critical concern (Shue, Reference Shue2014). Between citizens Dobson (Reference Dobson2003) asserts that justice constitutes the most fundamental virtue within the subdimensions of ecological citizenship. This implies that when an individual exceeds their equitable share of ecological space, justice necessitates the reduction of resource consumption. In a similar vein, Hayward (Reference Hayward2006) examines ecological citizenship through the lens of rights and justice. He contends that ecological justice seeks to guarantee equitable access to natural resources for all while ensuring their sustainable utilisation. With regard to the dimensions of rights and justice, the social movement gained significant traction when Ecuador and Bolivia, respectively, in 2008 and 2011, recognised nature as “Mother Earth” by conferring upon it a series of rights within their respective national constitutions (York, Reference York2014). Poelina et al. (Reference Poelina, Paradies, Wooltorton, Guimond, Jackson-Barrett and Blaise2023) demonstrate that integrating Indigenous worldviews strengthens learners’ relational understanding of land and community, a perspective that informs our model by foregrounding rights and justice as foundational to ecological citizenship. In addition to our key finding of ecological consciousness, Hollstein and Chu’s (Reference Hollstein and Chu2020) study on NGOs emphasised the role of citizen involvement in promoting conscious action on climate change within the participation dimension of ecological citizenship. Furthermore, the concept of sustainability, which was identified as a subdimension in the findings of the present study, was evaluated as a habit that is challenging to implement on an individual level. In alignment with these findings, Evans (Reference Evans2024) regarded sustainability in environmental education as an extension of detrimental human practices and gradual approaches to averting the climate crisis. Notwithstanding, universities around the world are implementing comprehensive reforms to advance sustainability through enhanced efficiency, transparency, management and control (Wals, Reference Wals2012). The Australian Curriculum defines sustainability education as futures-oriented, focusing on protecting environments and creating a more ecologically and socially just world through informed action, and it develops the knowledge, skills, values and world views necessary for people to act in ways that contribute to more sustainable patterns of living (ACARA, 2015). In this study, preservice teachers stated that exhibiting environmentally friendly behaviour in the responsibility subdimension is a basic ecological citizenship requirement. Similarly, Jagers et al. (Reference Jagers, Martinsson and Matti2014) highlighted in their study that the principles of ecological citizenship are deeply embedded within Swedish society. They argue that the foundation of ecological citizenship lies in the recognition of one’s responsibility to adopt environmentally sustainable behaviours, acknowledging the detrimental impact that unsustainable actions may have on the lives of others. Although the preservice teachers thought that individual responsibility is a requirement of ecological citizenship, they supported the idea of spreading it to society in general. Similarly, Aarnio-Linnanvuori (Reference Aarnio-Linnanvuori2019) stated that collective responsibility should be encouraged in environmental education. Our Ecological Citizenship model suggests that fostering preservice teachers’ responsibility, participation, self-control, sustainability and justice can lead them to design activities that inspire students’ ecological awareness and actions such as reducing waste, conserving water and protecting green spaces.
Theoretical and applied research on the teaching of ecological issues in the social studies classroom demonstrates that the topic is both timely and relevant to the field of social studies. Chan, Reference Chan2025), who conducted a study supporting this idea, concluded that environmental and sustainability education should be integrated into the social studies curriculum. In light of the imminent threat of climate change, the development of effective solutions to this crisis can be facilitated by encouraging students to engage as ecological citizens in the fight against climate change and by educating them on the principles of ecological citizenship (Zackary Seitz, Reference Zackary Seitz2020). The role of the good citizen now extends beyond voting and obeying the law to include environmentally conscious living and collaboration, as individual lifestyle changes alone are no longer sufficient for ecological citizenship (Ferreira, Reference Ferreira2019). Those who have been educated in accordance with the principles of ecological citizenship may be expected to become agents of change, capable of saving the future and the world.
The present study offers empirical evidence that has the capacity to engender ecological consciousness, predicated upon the concepts of responsibility, rights, justice, participation and the protection of the natural environment, within the overarching framework of social studies. The disasters and changes in our world show that we need to have ecological consciousness day by day. It is concluded that preservice teachers, who will educate the new generation of students, may have this ecological consciousness and can instil it in their students through the social studies course. Within the framework of these evidences, an ecological citizen training model was designed as a result of interviews with preservice teachers and data. Although implementation falls outside the scope of this study, the model provides a roadmap for future pilot studies and can guide assessment designs - for example, student diaries or pre–post testing. This would allow for the measurement of both behavioural and environmental outcomes.
Acknowledgements
This study is part of a doctoral thesis conducted in light of the earthquakes that occurred in Türkiye on 6 February 2023. We would like to thank the preservice teachers who contributed to this study in this challenging process. We would also like to thank the esteemed editor who gave us a chance and valued our work and the reviewers who made important contributions.
Ethical statement
This study was derived from the doctoral thesis conducted at Gazi University. Ethical approval for the study was obtained from the Ethics Committee of Gazi University. Informed consent was obtained from all participants prior to data collection.
Financial support
This research received no specific grant from any funding agency in the public, commercial or not-for-profit sectors.
Author Biographies
Caner Dalli is a social studies teacher at a private school in Malatya. He graduated from İnönü University, Department of Social Studies Education, in 2016 and completed his master’s degree at the same university in 2019. He earned his PhD in Social Studies Education from Gazi University in 2024 with a grounded theory study on ecological citizenship in social studies. His research interests include ecological citizenship, environmental issues in social studies, the relationship between social studies and history, and innovative technologies in social studies
Ercenk Hamarat graduated from Balikesir University, Necatibey Faculty of Education, Department of Social Studies Education in 2008. She completed her master’s degree in 2011 and her PhD at Gazi University in 2014. Her doctoral research focused on the evaluation of social studies philosophy based on expert views. Her research interests include the relationship between education, technology, and philosophy, innovative practices in education, practice-based education, and the development of high-level skills in teacher education.
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