Elevating Sustainability Literacy (Knowledge, Attitudes, and Behaviours) and Sustainable Practices Through a Sustainability-Focused Intervention Among Pre-Service Teachers in Pakistan

Abstract This study rigorously evaluates effectiveness of a 30-hour sustainability intervention designed to enhance sustainability literacy and promote sustainable practices among pre-service teachers in Pakistan. Grounded within a post-positivist paradigm, the research utilized a quasi-experimental one- group pre-test–post-test–follow-up design with Bachelor of Education (Hons) students in 5th semester from the University of Narowal, Punjab, Pakistan. A total of 37 pre-service teachers completed both the pre-test and post-test phases of the study, with 26 participants successfully completing all three phases, including an eight-month retention follow-up The research used four context-specific measurement tools, in particular the Sustainability Knowledge Assessment Scale (SKAS), the Sustainability Attitudes Scale (SAS), the Sustainability Behaviours Scale (SBS), and the Sustainable Practices Scale (SPS). The instruments underwent extensive psychometric evaluation, including exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and model fit analysis, ensuring high validity and internal consistency, with reliability confirmed through Cronbach’s alpha in the context of Pakistan. These tools assessed sustainability literacy and sustainable practices across three key domains: economic, environmental, and social. Results revealed a consistent advancement across domains. Attitudes demonstrated the most significant and durable elevation (Pre = 3.80 → Post = 4.10, p = .001; Ret = 3.99). The longitudinal sample showed a modest increase in sustainable behaviours (Pre = 3.82 → Post = 3.97, p = .108; Ret = 3.89). On the other hand, this increase was significant in the larger 37-participant pre–post set (p = .019). Sustainable practices increased modestly and remained above baseline (Pre = 3.91 → Post = 4.03, p = .099; Ret = 3.97), with a significant short-term gain in the full group (p = .028). The knowledge means were fairly stable as pre (3.70) with post (3.75) and ret (3.76). In addition, “don’t know/don’t understand” responses dropped from 8.3 percent to 1.6 percent indicating greater conceptual clarity, reduced uncertainty, and qualitatively deeper understanding of sustainability concepts. Demographic analysis showed that females and urban participants displayed stronger attitudinal and early behavioural gains, while males, older learners (23–26), and urban respondents demonstrated greater improvements in sustainable practices. Overall, the intervention consolidated knowledge, strengthened attitudes, initiated behavioural reinforcement, and seeded practical routines. Interpreted through ESD-2, Theory of Planned Behaviour and participatory ESD principles, the findings highlight how reflective, value-aligned pedagogy with light implementation supports can foster lasting sustainability engagement for pre- service teachers. The study underscores the importance of context-sensitive pedagogical strategies and highlights the need for longitudinal reinforcement in teacher education programs to effectively translate sustainability literacy into enduring sustainable practices. Keywords: Sustainability Literacy, Sustainable Practices, Pre-Service Teachers, Intervention, Scale Development