EXPERIENTIAL LEARNING FOR ENVIRONMENTAL RESPONSIBILITY AMONG TESL PRE-SERVICE TEACHERS

Abstract

Environmental education in teacher training is often delivered at a conceptual level, limiting pre-service teachers’ ability to translate knowledge into environmentally responsible practices. This study investigates the role of experiential learning, supported by waste audit data, in developing environmental responsibility among TESL pre-service teachers. Specifically, it analyses the composition of waste collected during a gotong-royong activity and examines participants’ interpretations of consumption patterns and environmental impact. A mixed-methods design was employed involving 53 TESL pre-service teachers. Quantitative data were collected through a structured waste audit, while qualitative data were obtained via semi-structured interviews. Descriptive statistics and thematic analysis were used for data analysis. Findings revealed that plastic waste constituted the dominant proportion, indicating high reliance on single-use materials. followed by glass, electronic waste, and rubber materials, reflecting unsustainable consumption and disposal practices. Thematic findings demonstrated heightened environmental awareness, stronger personal responsibility, and readiness to integrate sustainability elements into future pedagogical practices. The study highlights experiential learning as a transformative approach that supports Education for Sustainable Development (ESD) and aligns with Sustainable Development Goals (SDGs), particularly SDG 4, SDG 12, SDG 13, and SDG 14. The findings contribute to sustainability-oriented teacher education and future-ready pedagogical development.