Teachers as Catalysts for Sustainability: A Qualitative Study on Elementary School Teachers’ Perceptions of Carbon Footprints and Their Behavioral Intentions

Given the increasing impact of climate change and rising emissions, it is imperative to evaluate individuals’ awareness of carbon footprints and environmentally responsible actions in educational settings. Educators, as pivotal agents of social change, play a crucial role in cultivating youth environmental awareness. This qualitative study examined elementary school teachers’ understanding of carbon footprints, their self-assessments, their willingness to adopt lifestyle changes to mitigate emissions, and their perspectives on environmental values versus their actions. The study involved 25 elementary school teachers and used open-ended questions and thematic analysis. The findings revealed that teachers perceive carbon footprints as indicators of environmental damage resulting from human activities and emissions. Although participants demonstrated an understanding of eco-friendly practices such as recycling, energy conservation, and the use of public transportation, discrepancies were noted between their knowledge, attitudes, and behaviours (KAB). Teachers identified structural barriers, consumption patterns, and lack of knowledge as factors influencing their behaviour. Participants acknowledged inconsistencies between their environmental values and their daily practices, particularly regarding transportation and consumption. The results underscore the challenges of translating environmental awareness into sustainable choices and highlight the necessity of enhanced environmental literacy through professional development. This study contributes to the literature on environmental education and provides insights into developing sustainability-focused educational policies.