Effect of an Educational Initiative for Sustainability on Pre-Service Teachers’ Ethical Decision-Making Skills, Motivation to Learn Science, and Learning Atmosphere in the Classroom

Using a pre-post design, this study investigated an educational sustainability initiative’s impact on ethical decision-making, science motivation, and classroom environment perceptions among 60 pre-service teachers at Sakhnin College in northern Israel. Data were collected through self-report questionnaires and analyzed with multivariate analysis of covariance (MANCOVA), structural equation modeling (SEM), and hierarchical linear modeling (HLM). The results indicated significant improvements in ethical decision-making skills, moderated by baseline moral reasoning. Motivation to learn science also increased, influenced by perceived content relevance and intrinsic motivation, with socioeconomic status and teaching experience acting as moderators. A three-way interaction of gender, religiosity, and collaborative group work involvement predicted improvements in the classroom atmosphere. These findings suggest that sustainability education enhances ethical reasoning, motivation, and classroom dynamics, with demographic factors playing important roles. The study highlights the value of collaborative learning environments in teacher education and the relevance of sustainability topics in fostering critical thinking about ethical issues. It demonstrates how sustainability can inspire teachers to embed values of responsibility and cooperation into their practice, enhancing the quality of the educational environment and encouraging a broader commitment to sustainability within the educational system. These findings highlight the value of sustainability education in enhancing pre-service teachers’ ethical reasoning, motivation, and classroom dynamics, offering insights for teacher-education programs to foster responsibility and cooperation among future educators.