The aim of this study was to examine the contribution of teachers’ initial training (field of study, attending education for sustainable development (ESD) course/s) as well as student teachers’ socio-demographic characteristics (gender and age) to their readiness to implement ESD (intention to implement ESD and teachers’ self-efficacy). A total of 706 student teachers studying at six Croatian universities participated in the study. It was determined that female student teachers express greater intention to implement ESD, however the gender differences were not found on teachers’ self-efficacy for ESD. Furthermore, the older the participants, the lesser the extent to which they express their intention to implement ESD. Student teachers in the field of the natural sciences express the intent to implement ESD to a lesser extent compared to students from other fields (humanities, arts, and social sciences). Lastly, it was determined that student teachers who have attended ESD course/s express higher levels of intention to implement ESD as well as teachers’ self-efficacy for ESD. In that sense, the higher the number of attended ESD courses, the higher student teachers’ readiness to implement ESD. Based on the results of this study, recommendations for teacher education programs have been offered.

In education for sustainable development, widely regarded as a framework that offers us the opportunity to improve the ways in which we cope with climate change issues, the need for student teachers to express willingness to act in order to deal with numerous issues and challenges of sustainable development, especially climate change, is of particular importance. Therefore, the focus of this study is on the examination of predictors of student teachers’ willingness to act in a climate-change mitigation and adaptation context. For the purpose of this study, measurement instruments of willingness to act in climate change mitigation and adaptation context, attitudes towards climate change, perception of action possibilities in climate change mitigation and adaptation context, interest in climate change and concern for ecological problems were validated. A total of 201 student teachers from the University of Rijeka (Croatia) participated in the study. It was determined that (I) attitudes towards climate change, (II) perception of action possibilities in climate change mitigation and adaptation context and (III) interest in climate change represent significant predictors of willingness to act in climate-change direction and mitigation contexts. Based on the results of this study, recommendations for teacher education in the climate change context have been offered.

This study contributes to the understanding of student teachers’ sustainable behaviors. (Future) teachers are perceived as models of social learning as they model desirable behavior, attitudes, values, and emotions while living and demonstrating a pro-sustainable lifestyle. Therefore, it is essential to understand which personal variables, aptitudes, and psychological benefits predispose them towards a pro-sustainable lifestyle. This study’s intent was to consider components that can affect sustainable actions such as psychological tendencies (e.g., attitudes, motives, beliefs, values, norms) and consequences (e.g., well-being or happiness) associated with sustainable actions. This study’s main objective was to test the sustainable behavior model on a sample of student teachers. A total of 496 student teachers participated in the study. The results analyzed by SEM indicate that student teachers’ sustainable behavior is directly predicted by their intention to act, which is both positively and significantly influenced by indignation and affinity towards diversity. Additionally, sustainable behaviors slightly (but statistically significantly) predict the self-assessment of happiness. These findings contribute to a better general understanding of sustainable behaviors’ antecedents and repercussion variables, especially within a student teacher population.

Kognitivno intervjuiranje jedna je od metoda predtestiranja koja se koristi za identifikaciju potencijalnih problema mjernih instrumenata proučavanjem kognitivnih procesa ispitanika u situaciji njihova rješavanja. Postupak kognitivnoga intervjuiranja najčešće se sastoji od niza sukcesivnih krugova intervjua prilikom kojih se primjenjuju i (posljedično) adaptiraju svi aspekti upitničke mjere. U znanstvenoj literaturi izostaje sustavan pregled, kao i konsenzus o specifičnostima dizajna i adekvatne prakse kognitivnoga intervjuiranja. Stoga je u radu ponuđen prikaz metode kognitivnoga intervjuiranja te su identificirana otvorena pitanja koja imaju potencijal generiranja novih istraživačkih ideja koje bi unaprijedile metodu kognitivnoga intervjuiranja. Pregled literature upućuje na određene konceptualne probleme pri definiranju te metode, ali i na plodna područja za daljnja istraživanja kognitivnoga intervjuiranja.

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