Integration of environmental and inclusive education in the professional training of primary school teachers

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Article

Integration of environmental and inclusive education in the professional training of primary school teachers

Viorelia Lungu

Received 05.01.2026, Revised 24.04.2026, Accepted 08.06.2026

https://doi.org/10.67524/verus2/1.2026.11

Retrieved from Vol. 2, No. 1, 2026

Pages 11-25

Abstract

The aim of the study was to identify the specific features, challenges and prospects for developing environmental competence in future primary school teachers at the Arabaev Kyrgyz State University. The research methodology was based on a mixed-methods approach and included a formative experiment conducted at the university with the participation of 50 students (experimental and control groups), as well as a comparative analysis of questionnaire results before and after the implementation of a 36-hour specialised programme. The study identified the level of students’ environmental knowledge and skills, as well as the most effective pedagogical approaches and models contributing to the development of their readiness for environmental education of all categories of learners. Within the framework of the study, the dynamics of responses from the experimental and control groups were analysed to assess the impact of the developed programme on the formation of environmental literacy, attitudes towards inclusive education and readiness for inclusive practice. The findings demonstrated a significant positive shift in the experimental group: understanding of deep-seated environmental issues improved (increase of up to +12%), the frequency of demonstrating environmentally responsible behaviour rose (increase of up to +12%), a more positive attitude towards inclusion was formed (+32%), and self-assessed readiness to work in an inclusive context increased substantially (+56%). Analysis of the experimental group students’ feedback revealed key positive aspects of the programme, such as the practical adaptation of visual materials, the development of tiered tasks, lesson modelling and the exploration of technical support tools. Among the suggestions for improvement, students highlighted the need for more practical work with children with disabilities, the necessity of internships in inclusive classrooms and a greater number of examples of adapted lessons. The data attest to the effectiveness of the developed programme in fostering key competencies of future teachers for inclusive environmental education. The findings contribute to the enhancement of educational programmes and methodological support for teacher training

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Suggested citation
Lungu, V. (2026). Integration of environmental and inclusive education in the professional training of primary school teachers. Educational Innovation & Technology Journal, 2(1), 11-25. https://doi.org/10.67524/verus2/1.2026.11