Pre-Service Teachers’ Readiness for Green Pedagogy: The Impact of Institutional Support, Environmental Awareness, and Sustainability Mindset

Abstract

Green Pedagogical Skills are essential for preparing prospective teachers to act as agents of Education for Sustainable Development (ESD). However, previous studies tend to be fragmented, focusing on individual (psychological–pedagogical) or structural factors. This research analyzes the factors influencing GPS among 369 pre-service teachers (PSTs) who have completed teaching practice, using Partial Least Squares Structural Equation Modeling (PLS-SEM). The result shows the strong predictive model (R² GPS = 0.795) with environmental awareness (EA) as the dominant predictor. Teaching readiness (TR) not only had a direct effect on GPS but also increased green self-efficacy (SE). Then, structural support (SS) had a dual effect: it strengthened GPS directly but weakened the EA-GPS relationship through negative moderation. The research concludes that GPS development requires integrating a holistic approach, strengthening individual capacity (knowledge– mindset–readiness), and designing context-based structural policies. The findings indicate that it is not enough to develop PSTs’ GPS by improving their environmental awareness; it also requires structural supports, their teaching readiness, and green self-efficacy in the curriculum.