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This chapter examines how environmental sustainability is taught in primary classrooms, using Trends in International Mathematics and Science Study (TIMSS) 2023 data. While previous chapters focused on environmental knowledge, this chapter extends the discussion to students’ environmental attitudes and behaviors. It explores how teaching activities shape these outcomes across different education systems, with a specific focus on Italy and the Netherlands. How frequently teachers incorporate environmental sustainability, the activities they implement, and their perceptions of its importance, are analyzed. While most teachers support sustainability education, there is significant variation in its implementation. Italian teachers report more frequent engagement in environmental sustainability education activities than their Dutch colleagues, reflecting curricular differences. Findings reveal weak associations between teaching practices and students’ environmental attitudes and behaviors. These results raise questions about the effectiveness of current pedagogical approaches and whether TIMSS sufficiently captures the complexity of sustainability education in science curricula. The chapter discusses the shift from promoting specific environmental behaviors toward fostering action competence—students’ ability and willingness to address sustainability challenges through informed, voluntary action. Future TIMSS iterations should refine measurement tools to better assess action-oriented sustainability education, enhancing insights into how science teaching empowers students to contribute to a sustainable future.

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Teaching Environmental Sustainability in the Science Classroom: Lessons from and for the TIMSS Environmental Framework

  • 章节

  • 出版模式：

    开放获取

  • 发表日期：

    2026年

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  • Jelle Boeve-de Pauw,
  • Michiel van Harskamp,
  • Wanda Sass,
  • Elisa Caponera,
  • Riccardo Pietracci,
  • Laura Palmerio

摘要

This chapter examines how environmental sustainability is taught in primary classrooms, using Trends in International Mathematics and Science Study (TIMSS) 2023 data. While previous chapters focused on environmental knowledge, this chapter extends the discussion to students’ environmental attitudes and behaviors. It explores how teaching activities shape these outcomes across different education systems, with a specific focus on Italy and the Netherlands. How frequently teachers incorporate environmental sustainability, the activities they implement, and their perceptions of its importance, are analyzed. While most teachers support sustainability education, there is significant variation in its implementation. Italian teachers report more frequent engagement in environmental sustainability education activities than their Dutch colleagues, reflecting curricular differences. Findings reveal weak associations between teaching practices and students’ environmental attitudes and behaviors. These results raise questions about the effectiveness of current pedagogical approaches and whether TIMSS sufficiently captures the complexity of sustainability education in science curricula. The chapter discusses the shift from promoting specific environmental behaviors toward fostering action competence—students’ ability and willingness to address sustainability challenges through informed, voluntary action. Future TIMSS iterations should refine measurement tools to better assess action-oriented sustainability education, enhancing insights into how science teaching empowers students to contribute to a sustainable future.