DEVELOPING FUTURE PRIMARY SCHOOL TEACHERS’ ENVIRONMENTAL COMPETENCE THROUGH STEAM EDUCATION AND ARTIFICIAL INTELLIGENCE: A PEDAGOGICAL FRAMEWORK

Abstract

Environmental education has become an important priority in teacher preparation as educational institutions respond to climate change, biodiversity loss, and environmental pollution. This article examines how the integration of Science, Technology, Engineering, Arts, and Mathematics (STEAM) education with digital technologies and artificial intelligence (AI) can support the development of future primary school teachers’ environmental competence. The study adopts a conceptual and analytical approach based on the synthesis of relevant pedagogical literature and educational policy documents. It identifies five interconnected areas of pedagogical implementation: curriculum integration, digital environmental inquiry, AI-supported learning, collaborative project-based learning, and continuous professional development. A conceptual pedagogical framework is proposed to connect environmental knowledge, interdisciplinary inquiry, technological application, and reflective teaching practice. The article argues that STEAM-based environmental education can provide opportunities to strengthen prospective teachers’ scientific reasoning, problem-solving, collaboration, and environmental responsibility. However, the educational value of AI depends on the reliability of generated information, teachers’ digital competence, equitable access to technology, and appropriate pedagogical supervision. The proposed framework provides a conceptual basis for future empirical research into the effectiveness of technology-enhanced environmental education in primary teacher preparation.