Research article    |    Open Access
TAY Journal 2026, Vol. 10(1) 22-52

Literacy of the Future: Determining the Views of Prospective Social Studies Teachers on Sustainability Literacy

Selda Aksüt

pp. 22 - 52   |  DOI: https://doi.org/10.29329/tayjournal.2026.1427.02

Publish Date: March 31, 2026  |   Single/Total View: 0/0   |   Single/Total Download: 0/0


Abstract

The purpose of the study is to determine the opinions of social studies teacher candidates regarding future literacy and sustainability literacy. A phenomenological design, a qualitative research method, was used in the study. The study was conducted with 25 prospective teachers, 16 women and 9 men, enrolled in the 4th year of the social studies teacher training program at a state university in Türkiye during the 2024-2025 academic year. Maximum variation sampling, a purposive sampling method, was used to determine the study group. Data were obtained through a semi-structured interview form. The research data were evaluated through content analysis using a qualitative data analysis program. The research results showed that prospective social studies teachers expressed the concept of sustainability using the concepts of infinity and continuity, defined sustainability literacy as sustainability knowledge, skills, attitudes and competencies, and respect for the right to life of living beings, and considered sustainability literacy skills important in terms of creating social sustainability awareness and leaving a liveable world for future generations. The study concluded that prospective teachers defined the characteristics of a sustainability literate individual as being aware of sustainability and using limited resources correctly and suggested that activities should be conducted to instill environmentally friendly habits in order to acquire sustainability literacy skills, and that teachers should serve as role models. The research suggests that sustainability literacy skills should be taught to individuals at all levels of education, starting from an early age.

Keywords: Skills, literacy, sustainability literacy, prospective social studies teachers


How to Cite this Article?

APA 7th edition
Aksut, S. (2026).

Literacy of the Future: Determining the Views of Prospective Social Studies Teachers on Sustainability Literacy

. TAY Journal, 10(1), 22-52. https://doi.org/10.29329/tayjournal.2026.1427.02

Harvard
Aksut, S. (2026).

Literacy of the Future: Determining the Views of Prospective Social Studies Teachers on Sustainability Literacy

. TAY Journal, 10(1), pp. 22-52.

Chicago 16th edition
Aksut, Selda (2026). "

Literacy of the Future: Determining the Views of Prospective Social Studies Teachers on Sustainability Literacy

". TAY Journal 10 (1):22-52. https://doi.org/10.29329/tayjournal.2026.1427.02

References

    Aginako, Z., & Guraya, T. (2021). Students’ perception about sustainability in the engineering school of bilbao (University of the Basque Country): Insertion level and importance. Sustainability, 13(15), 8673, 1-20. https://doi.org/10.3390/su13158673

    Aikowe, L. D., & Mazancova, J. (2022). Pro-environmental awareness of university students-assessment through sustainability literacy test. International Journal of Sustainability in Higher Education, 24(3), 719-741. https://doi.org/10.1108/IJSHE-06-2021-0219

    Akeel, U., Bell, S., & Mitchell, J. E. (2019). Assessing the sustainability literacy of the Nigerian engineering community. Journal of Cleaner Production, 212, 666-676. https://doi.org/10.1016/j.jclepro.2018.12.089

    Akhgari, P. A. (2017). Developing and piloting a sustainability literacy and culture assessment survey for Miami Universıty [Unpublished master’s thesis]. Miami University.

    Albinsson, P. A., Burman, B., Shows, G. D., & Stoddard, J. E. (2020). Integrating and assessing student perceived sustainability literacy in an integrated marketing communications course. Marketing Education Review, 30(3), 159-176. https://doi.org/10.1080/10528008.2020.1770102

    Altunışık, R., Boz, H., Gegez, A. E., Koç, E., Sığrı, Ü., Yıldız, E., & Yüksel, A. (2023). Sosyal bilimlerde araştırma yöntemleri: Yeni perspektifler [Research methods in social sciences: New perspectives] (2nd ed.). Seçkin.

    Atasoy, E. (2005). Çevre için eğitim: İlköğretim öğrencilerinin çevresel tutum ve çevre bilgisi üzerine bir çalışma [Environmantal education: A study for elementary school students` environmental attitude and knowledge]. (Publication No. 28739480) [Doctoral dissertation, Uludağ University]. National Thesis Center.

    Bayazıt Hayta, A. (2009). Sürdürülebilir tüketim davranışının kazanılmasında tüketici eğitiminin rolü [The role of consumer education in achieving sustainable consumption behavior]. Ahi Evran University Journal of Kırşehir Education Faculty, 10(3), 143-151.

    Chen, C., An, Q., Zheng, L., & Guan, C. (2022). Sustainability literacy: Assessment of knowingness, attitude and behavior regarding sustainable development among students in China. Sustainability, 14(9), 4886, 1-18. https://doi.org/10.3390/su14094886

    Chinedu, C. C., Saleem, A., & Wan Muda, W. H. N. (2023). Teaching and learning approaches: Curriculum framework for sustainability literacy for technical and vocational teacher training programmes in Malaysia. Sustainability, 15(3), 2543, 1-24. https://doi.org/10.3390/su15032543

    Dallaire, C. O., Trincsi, K., Ward, M. K., Harris, L. I., Jarvis, L., Dryden, R. L., & MacDonald, G. K. (2018). Creating space for sustainability literacy: The case of student-centered symposia. International Journal of Sustainability in Higher Education, 19(4), 839-855. https://doi.org/10.1108/IJSHE-08-2017-0126

    Décamps, A., Barbat, G., Carteron, J-C., Hands, V., & Parkes, C. (2017). Sulitest: A collaborative initiative to support and assess sustainability literacy in higher education. The International Journal of Management Education, 15(2), 138-152. https://doi.org/10.1016/j.ijme.2017.02.006

    Du Pisani, J. A. (2006). Sustainable development-historical roots of the concept. Environmental Sciences, 3(2), 83-96. https://doi.org/10.1080/15693430600688831

    Ekiz, D. (2020). Bilimsel araştırma yöntemleri [Scientific research methods] (6th ed.). Anı.

    Erguvan, I. D. (2024). Assessing the sustainability literacy of undergraduate students in a first‑year writing course. Discover Education, 3(84), 1-14. https://doi.org/10.1007/s44217-024-00179-7

    Erlandson, D. A., Harris, E. L., Skipper, B. L., & Allen, S. D. (1993). Doing naturalistic inquiry: A guide to methods. Sage.

    Forum for the Future (2025). Sustainability and system change. Retrieved March 13, 2025, https://www.forumforthefuture.org/sustainability-and-system-change

    Fraenkel, J. R., Wallen, N. E., & Hyun, N. (2012). How to design and evaluate research in education. McGraw-Hill Book Company.

    Gadotti, M. (2008). Education for sustainability: A critical contribution to the decade of education for sustainable development. Green Theory & Praxis: The Journal of Ecopedagogy, 4(1), 15-64. https://doi.org/10.3903/gtp.2008.1.3

    Güler, A., Halıcıoğlu, M. B., & Taşğın, S. (2015). Sosyal bilimlerde nitel araştırma: Teorik çerçeve, pratik öneriler, 7 farklı nitel araştırma yaklaşımı, kalite ve etik hususlar [Qualitative research in the social sciences: Theoretical framework, practical suggestions, 7 different qualitative research approaches, quality and ethical issues] (2nd ed.). Seçkin.

    Heeren, A. J., Singh, A. S., Zwickle, A., Koontz, T. M., Slagle, K. M., & McCreery, A. C. (2016). Is sustainability knowledge half the battle?: An examination of sustainability knowledge, attitudes, norms, and efficacy to understand sustainable behaviours. International Journal of Sustainability in Higher Education, 17(5), 613-632. https://doi.org/10.1108/IJSHE-02-2015-0014

    Hungerford, H. R. (2009). Environmental education (EE) for the 21st century: Where have we been? Where are we now? Where are we headed?. The Journal of Environmental Education, 41(1), 1-6. https://doi.org/10.1080/00958960903206773

    Kaya, F., & Ek, H. N. (2021). Kalkınmanın çevre sorunları üzerine etkisi: Sürdürülebilir kalkınma kavramına bütüncül bir bakış [The impact of development on environmental problems: An integrated overview of the concept of sustainable development]. City Health Journal, 2(2), 79-84.

    Kaynak, N. E., Altan, A. E., Abbak, Y., Alp, Z. A., Yavuz, E., & Toprak, E. (2023). Sürdürülebilir kalkınma açısından nitelikli eğitime teorik bir bakış [A theoretical perspective on quality education from the perspective of sustainable development]. Iğdır University Journal of Social Sciences, 12(34), 592-609. https://doi.org/10.54600/igdirsosbilder.1315268

    Kazak, G. (2025). Sürdürülebilirlik okuryazarlığı [Sustainability literacy]. Amasya University Journal of Economics Trade and Marketing, 2(1), 36-56.

    Kinzer, K. (2021). Integrating professional sustainability literacy into the master of public administration curriculum. International Journal of Sustainability in Higher Education, 22(5), 982-1001. https://doi.org/10.1108/IJSHE-07-2020-0266

    Kwofie, T. E., Duah, D. Y. A., Addy, M. N., Amos Abanyie, S., Afeke, S. A., Aigbavboa, C. O., & Afram, S. O. (2024). Sustainability literacy level among real estate developers towards sustainability performance optimization in housing delivery in Ghana. Environment, Development and Sustainability, 26(9), 23437-23463. https://doi.org/10.1007/s10668-023 03604-3

    Leiva Brondo, M., Lajara Camilleri, N., Vidal Meló, A., Atarés, A., & Lull, C. (2022). Spanish University students’ awareness and perception of sustainable development goals and sustainability literacy. Sustainability, 14(8), 4552, 1-26. https://doi.org/10.3390/su14084552

    Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage.

    Mahat, H., Hashim, M., Saleh, Y., Nayan, N., & Norkhaidi, S. B. (2019). Environmental sustainability knowledge, attitude and practices among pre-school students. IOP Conf. Series: Earth and Environmental Science, 286, 1-10. https://doi.org/10.1088/1755-1315/286/1/012003

    Marcos Merino, J. M., Corbacho-Cuello, I., & Hernández-Barco, M. (2020). Analysis of sustainability knowingness, attitudes and behavior of a Spanish pre-service primary teachers sample. Sustainability, 12(18), 7445, 1-22. https://doi.org/10.3390/su12187445

    Mertens, D. M. (2019). Eğitim ve psikolojide araştırma ve değerlendirme: Çeşitliliğin nicel, nitel ve karma yöntemlerle bütünleştirilmesi [Research and evaluation in education and psychology: integrating diversity with quantitative, qualitative, and mixed methods] (İ. Seçer & S. Ulaş, Trans. Eds.). Anı.

    Ministry of National Education (MoNE). (2024a). Türkiye yüzyılı maarif modeli öğretim programları ortak metni [Türkiye century education model curriculum common text]. MEB.

    Ministry of National Education (MoNE). (2024b). Sosyal bilgiler dersi öğretim programı (4, 5, 6 ve 7. sınıflar), Türkiye yüzyılı maarif modeli [Social studies course curriculum (4th, 5th, 6th and 7th grades), Türkiye century education model]. MEB.

    Ministry of National Education (MoNE). (2024c). Türkiye yüzyılı maarif modeli öğretim programları okuryazarlığı öğretmen kılavuz kitabı: Temel eğitimden ortaöğretime örneklerle, 4. modül sistem düşüncesi ve okuryazarlık becerileri [Türkiye’s century education model curriculum literacy teacher’s guidebook: With examples from basic education to secondary education, module 4. systems thinking and literacy skills]. MEB.

    Morin, E. (2003). Geleceğin eğitimi için gerekli yedi bilgi [Seven essential pieces of information for the future of education] (1st. ed.). İstanbul Bilgi Üniversitesi.

    Ng, A. W., & Tavitiyaman, P. (2020). Corporate social responsibility and sustainability initiatives of multinational hotel corporations. In W. L. Filho, P. R. Borges de Brito & F. Frankenberger (Eds.), International business, trade and ınstitutional sustainability (pp. 3-15). Springer.

    Okyay, Ö., Sayın, A., Demir, Z. G., & Özdemir, K. (2022). Ekolojik okuryazarlık eğitiminin okul öncesi çocukların çevreye yönelik farkındalık ve tutumlarına etkisi [The impact of ecological literacy training on environmental awareness and attitudes of pre-school childrens]. National Education, 51(236), 2851-2870. https://doi.org/10.37669 milliegitim.944271

    Ozdemir, O. (2021). A scale development of the sustainability literacy. Education, Sustainability & Society, 4(2), 66-72. https://doi.org/10.26480/ss.02.2021.66.72

    Ozdemir, O. (2024). The correlation between dimensions of sustainability literacy: The case of British and Turkish students. Science Insights Education Frontiers, 21(1), 3309-3327. https://doi.org/10.15354/sief.24.or535

    Ozmehmet, E. (2008). Dünyada ve Türkiye sürdürülebilir kalkınma yaklaşımları [Sustainable development approaches in the world and in Türkiye]. Journal of Yaşar University, 3(12), 1853-1876. https://doi.org/10.19168/jyu.48930

    Özdemir, O. (2022). Sürdürülebilir okuryazarlık ve çevre eğitimi [Sustainable literacy and environmental education] (4th ed.). Pegem Akademi.

    Parkin, S., Johnston, A., Buckland, H., Brookes, F., & White, E. (2004). Learning and skills for sustainable development: Developing a sustainability literate society. Higher Education Partnership for Sustainability.

    Qureshi, S. M. Q. (2020). Learning by sustainable living to improve sustainability literacy. International Journal of Sustainability in Higher Education, 21(1), 161-178. https://doi.org/10.1108/IJSHE-01-2019-0001

    Saleh, M. S. M., Mehellou, A., Huang, M., & Briandana, R. (2022). The influence of sustainability knowledge and attitude on sustainable intention and behaviour of Malaysian and Indonesian undergraduate students. Research in Comparative and International Education, 17(4), 677-693. https://doi.org/10.1177/17454999221126712

    Sandri, O. J. (2014). Good practice learning and teaching for sustainability in higher education [Unpublished doctoral dissertation]. RMIT University.

    Sekhar, C., & Raina, R. (2021). Towards more sustainable future: assessment of sustainability literacy among the future managers in India. Environment, Development and Sustainability, 23, 15830-15856. https://doi.org/10.1007/s10668-021-01316-0

    Sterling, S. (2012). The future fit framework: An ıntroductory guide to teaching and learning for sustainability in HE. The Higher Education Academy.

    Sterling, S. (2004). An analysis of the development of sustainability education internationally: Evolution, interpretation and transformative potential. In J. Blewitt & C. Cullingford (Eds.), The sustainability curriculum: The challenge for higher education (pp. 43-62). Routledge.

    Stibbe, A., & Luna, H. (2009). Introduction. In A. Stibbe (Ed.), The handbook of sustainability literacy: Skills for a changing world (pp. 9-16). Green Books.

    Suna, M., & Çengelci Köse, T. (2023). The effect of activities for sustainability awareness on students' sustainable living awareness in the social studies course. Türk Akademik Yayınlar Dergisi (TAY Journal), 7(special issue), 275-297. https://doi.org/10.29329/tayjournal.2023.609.11

    Tarrant, S. P., & Thiele, L. P. (2017). Enhancing and promoting interdisciplinarity in higher education. Journal of Environmental Studies and Sciences, 7, 355-360. https://doi.org/10.1007/s13412-016-0402-9

    Tıraş, H. H. (2012). Sürdürülebilir kalkınma ve çevre: Teorik bir inceleme [Sustainable development and environment: An examine in theory]. Kahramanmaraş Sütçü İmam University Journal of Economics and Administrative Sciences Faculty, 2(2), 57-73.

    Tiron Tudor, A., Zanellato, G., & Moise, E. M. (2020). Higher education institutions’ sustainable development: Performance and reporting. Journal of Environmental Protection and Ecology, 21(1), 211-221.

    Toprak, D. (2006). Sürdürülebilir kalkınma çerçevesinde çevre politikaları ve mali araçlar [Environmental policies and financial ınstruments within sustainable development]. Süleyman Demirel University Journal of Social Sciences Institute, 2(4), 146-169.

    Ulbinaitė, A., Gudaitis, T., & Baranauskas, M. (2023). Personal finance management skills and financial sustainability literacy knowledge of generation Y: An empirical analysis in lithuania. Review of European Studies, 15(3), 16-33. https://doi.org/10.5539/res.v15n3p16

    Ulu Kalın, Ö. (2018). Çevre eğitimi okuryazarlığı [Environmental education literacy]. In R. Sever & E. Yalçınkaya (Eds.), Çevre eğitimi [Environmental education] (pp. 199-225). Pegem Akademi.

    Wendlandt Amézaga, T. R., Camarena, J. L., Celaya Figueroa, R., & Garduño Realivazquez, K. A. (2022). Measuring sustainable development knowledge, attitudes, and behaviors: evidence from university students in Mexico. Environment, Development and Sustainability, 24, 765-788. https://doi.org/10.1007/s10668-021-01467-0

    Winter, J., & Cotton, D. (2012). Making the hidden curriculum visible: Sustainability literacy in higher education. Environmental Education Research, 18(6), 783-796. https://doi.org/10.1080/13504622.2012.670207

    World Wide Fund for Nature (2012). Türkiye’nin ekolojik ayak izi raporu [Türkiye’s ecological footprint report]. Retrieved March 13, 2025, from http://awsassets.wwftr.panda.org/downloads/turkiyenin_ekolojik_ayak_izi_raporu.pdf

    Yıldırım, A., & Şimşek, H. (2021). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in social sciences] (12th ed.). Seçkin.

    Yücel, E. (2025). Üniversite öğrencilerinin sürdürülebilirlik okuryazarlığı: Bursa Uludağ Üniversitesinde bir uygulama [Sustainability literacy of university students: an implementation at Bursa Uludağ University]. International Journal of Social Inquiry, 18(1), 88-112. https://doi.org/10.37093/ijsi.1526846

    Zwickle, A., Koontz, T. M., Slagle, K. M., & Bruskotter, J. T. (2014). Assessing sustainability knowledge of a student population: Developing a tool to measure knowledge in the environmental, economic and social domains. International Journal of Sustainability in Higher Education, 15(4), 375-389. https://doi.org/10.1108/ijshe-01-2013-0008