Abstract
As the global shift toward sustainability accelerates, education systems play a pivotal role in equipping future teachers with the competencies needed for a green economy. This study seeks to evaluate the level of green skills among preservice teachers in the Philippines. Employing a descriptive-comparative research design, the study utilized a selfreport survey to assess the green skills of 203 pre-service teachers enrolled in a large university in the Philippines. The descriptive approach provided a snapshot of respondents’ perceived competencies, while the comparative design examined differences by gender and academic program using an independent-samples t-test and Welch’s one-way ANOVA, respectively. Findings revealed no significant differences in green skills between male and female respondents; however, meaningful variations were observed among academic programs, with relatively stronger performance among pre-service teachers in the Bachelor of Secondary Education major in Science, the Bachelor of Technology and Livelihood Education, and the Bachelor of Technical-Vocational Teacher Education. This may be associated with the nature of their curricula, which expose students to sustainability-related concepts, experiential learning, technical applications, and environmentally responsible practices. In contrast, weaker performance was observed among students from the Bachelor of Elementary Education and Bachelor of Secondary Education majors in Mathematics. These results suggest that curricular orientation and training experiences have a stronger impact on the development of green skills, highlighting the need for targeted curricular integration and the continuous enhancement of teacher education programs to strengthen these competencies.
Keywords: Green Skills, Pre-service Teachers, Sustainability, Teacher Education Programs.