MOCK ECO-SCHOOL- AN INNOVATIVE APPROACH

Dr. Sk. Fathima Moturi

ACHARYA NAGARJUNA UNIVERSITY
NAGARJUNA NAGAR-522510
ANDHRA PRADESH
INDIA

ApplicationOfMockEco-School
ApproachToEnhanceExcellenceIn
EnvironmentalPracticesForTheNew
TwoYearCurriculumInTeacher
EducationProgramme

5-E CONSTRUCTIVIST
ENVIRONMENTAL
APPROACH
Forteachers,prospectivestudentteachersandteachereducators

Engagewithenvironmentalconcepts,

Exploreenvironmentalideas,
Explainsevenstepsmethodologywithtenthemes,
Elaborateenvironmentalactionplansandselfexpressed

practices,
Evaluatethechange/outcome,inthebehaviourwiththeir
environmentalaction.

Introduction
Eco-School is an international initiative
designed to guide schools in implementing a
whole-school approach towards environmental
and sustainability education. Its holistic,
participatory approach and combination of
learning and action make it an ideal way for
schools to embark on a meaningful path for
improving the environments of schools and
theirlocalcommunities.

EcoSchool

It involves teachers, pupils and members of the

community.
Everyone works together to improve the quality of
theschoolenvironment.
Reducingenvironmentalimpact
It promotes environmental awareness as part of
schoollife
Astimulatingenvironment.

Foundationfor
EnvironmentalEducation
(FEE)

FEE is a non-governmental and non-profit organization

aiming to promote sustainable development through
environmental education. The programme was first
introduced in four countries in 1994: Denmark, Germany,
Greece,andUnitedKingdom.

Sevenstepsmethodology

Eco-SchoolsThemes

Biodiversity&Nature
Energy
GlobalCitizenship
Health&Wellbeing
Litter
Foodandenvironment
SchoolGrounds
Transport
Waste
Water

FocusedonNineKeyTopics

ProgrammesAchievement
Producesgenerationaftergeneration,asustainable

minded,environmentallyconsciouspeople.
Prospective teachers will carry the behavioural

patterns they uptake under the auspicious

implementation of mock eco-Schools with them
through life and, in turn teach the next generation
thehabitstomakeadifference

vision
We envision seeing the teacher educators, teachers,
prospectiveteachers,schoolchildrentobecomeleadersin
creating and promoting environmental awareness,
environmental attitude, environmental ethics in the
teacher education institutions and schools, continuously
endeavouring, to become eco-friendly advocates for a
betterworldbyempoweringthemtomakeadifferencefor
theenvironmentandthesociety.

Benefits

Animprovedteachereducationprogrammewithmockeco-schoolenvironment.

Holistic learning through the integration of positive environmental messages in the

teachereducationprogrammeinthecurricularandco-curricularprogrammes.

Betterintegrationwiththelocalcommunitythroughjointeffortstotackleenvironmental

issues.

Greaterteachereducators,teachers,prospectiveteachersandstudentsempowerment.

Opportunitytopresenttheimplementationofmockeco-schoolinnovativeapproachintoa

vast global network of teacher education institutions and schools involved in the
programme.

NeedOfTheStudy
Enhancement of professional, pedagogical, personnel,

technological and social competencies of teacher educators,

relatedtoenvironmentthroughschoolbasedactionteamsof
students,pre-serviceteachersduringtheperiodofinternship
in schools, administrators and educators of school, teacher
education institutions and community volunteers, has to
understand and educate through reflective practices as the
quality of teacher education programme is to be linked with
community for the importance, application, utility of mock
eco-school approach and enhance the environmental
performanceofschoolsandteachereducationinstitutions

Socio-environmentalimprovementandintellectualdevelopment

ofthehumansociety,

Encourage the schools to reduce their carbon footprint and

create a long-term impact to the environment with a perspective
toexporttheideaintootherteachereducationinstitutions.
Empower prospective teachers and studentsby engaging them

infun,action-orientatedlearning.
Help teacher education institutions and schools, combine the

teaching learning and action oriented work in the curriculum

towards environmental sustainability for the teacher education
programme,schoolsandthecommunity.

NeedofthisApproachinthe
CurriculumofTeacherEducation
Programme
Tocreateandenhanceenvironmentalawarenessbythe

teacher educators to the society, through reflective

practices incorporated them in the teaching and learning
process.
Toeducatethisinnovativemockeco-schoolapproachto

theteachereducatorsofteachereducationprogramme.

Toteachthisinnovativeenvironmentalapproachby

thelanguageandnon-languageteachereducatorsin
theirsubjectstreamtakinganyonerelevanttopic.

TomaketheProspectiveM.Ed.teachereducators
learn,howtoimplementeco-schoolideas,reflective
practicesandapproachineducationinstitutions.
Toprepareoneinnovative5Elessonplanwiththis

approachbytheB.Ed.studentteachersintheir
methodologyduringtheperiodofinternshipintheir
respectiveschools.

Eco-SchoolProjectIdeas
TeacherEducation
Institution/InternshipSchool

Aroundtheworld

CampusBeautification

Recycling

CollectRainWater

CreateaMural

Planttreesaroundtheworld:Trees

forthefuture

AnimalAdoption:WorldWildLife

Fund(WWF)

PlantaGarden

Givebikesaroundtheworld:World

LightingRetrofit

BicycleRelief

SomePossibleTopics

Saving electricity (at home, school, in the office),Saving water (at home, school, sports

fields)
Green building and energy efficient design at school
Recycling paper, glass, tins, printer cartridges, garden waste,
Combating soil erosion
Making compost (recycling nutrients)
Renewable energy production
What to do about waste refuse, re-duce, re use, re cycle ,
Energy use and generation in relation to sustainable development
Consumerism Lifestyles which use up more and more resources and produce a bigger and
bigger footprint on the earth.
Food security (availability)
Global warming, climate change
Public transport
Overconsumption and wasteful lifestyles Genetically modified crops

The build up of artificial fertilizers in the environment

Poverty, unemployment
Plastic pollution and the plight of our oceans.
Loss of urban open space
How things work in nature ecosystems, food webs, nutrient cycles Some

examples of watery ecosystems: wetlands, rivers, estuaries

Biodiversity in the garden/soil/sea/forest/grasslands
The impact of invasive aliens and weeds e.g. water hyacinth, wattle
Loss of biodiversity, threatened plants and animals, extinction
Biodiversity in relation to sustainability and water catchments e.g. river health
Grasslands and people A long history
The biodiversity economy / Biodiversity and sustainable development
Hygiene and avoiding contagious diseases e.g. cholera, T.B, colds (especially
important when living with HIV/AIDS or living with family with HIV/AIDS)

Pollution
Soil erosion
Pesticides

Growing healthy foods

Outdoor adventures for a healthy body
Road safety
Fire and life safety
Poisons in the home (e.g. paraffin, pesticides)
Better sanitation lowcost environmentally friendly toilet technologies Clean

air, healthy lungs

Safety in the home/At school
Healthy Habits (could address Smoking, Drugs & Alcohol, STDs)
Living with HIV/AIDS
Health risks associated with food additives (added sugar, preservatives)
Health risks associated with factory farming (antibiotics, growth hormones)
Effects of various pollutants on human health
Indigenous knowledge about nature and our place in it Medicinal plants
Indigenous ways of producing food and healthy meals
Communities for a better environment
Conserving our natural heritage
Natural and cultural heritage as an economic resource
Our Place Then and Now

CalenderLinks

World Wetlands Day (Feb 2) Use a visit to a local wetland or a demonstration of how a

wetland in a bottle filters water and regulates flow, to discuss how wetlands as a water resource.
Can we do something to protect one of our remaining wetlands? Wetlands are natures own water
works and home to amazing biodiversity. In some parts of the country wetlands provide the
materials that are used for traditional crafts. Wetlands are also places for traditional ceremonies and
practices. Hold a community festival to celebrate all aspects of your local wetland. The
disappearance of our wetlands, under paving, roads, plantations or fields, is an issue. Pollution may
be an issue at a local wetland. Explore this topic as the start of a rehabilitation project, for example.

World Environment Day (5 June) and National Environment Week (59 June) what is this

years theme? How does it relate to Resource Use? Use the Week to showcase projects which
helped to reduce resource use at the school.

World Population Day (July 11) More people use more of the earths resources. Some countries

use more resources than anyone else, even though they have smaller populations. The earth cannot
sustain the high levels of use. What should be done? Hold a debate on this topic at your school.

World Day to Combat Desertification and Drought (June 17)

Desertification and drought might be issues where you live. Start a project (like a
garden, compost production, worm farm, tree planting) to increase the
communitys resilience in the face of drought and desertification.
National Arbor Week (Sept 17) Lack of appreciation of nature might be an

issue in your community; what can you do to combat vandalism when you plant
trees? Plant trees, help Nature and add to the biodiversity where you live.
Earth Day (22 April) Celebrate the bounty and beauty Mother Earth brings to

us.
National Bird Week (17 May) and Birding Big Day (Nov 25) Join in and

learn!
International Day for Biological Diversity (22 May) A day to celebrate the

amazing diversity of plants, animals and ecosystems in the world.

World Environment Day (5 June) and National Environment Week (59

June) What is this years theme? How does it relate to biodiversity?

Buy Nothing Day (Nov 25) Showcase make your own or refuse, reduce, repair, reuse projects

which aims at reducing consumerism and waste among your learners.

Human Rights Day (21 March) Everyone has the right to a healthy environment, according to

the Constitution. What can your school do to ensure that learners indeed have a healthy environment?
Womens Day (Aug 9) As homemakers women are often the ones using natural products to make

specialities like jam, clay pots, baskets etc. This is the day to celebrate the artistry and creativity of
women.
International Literacy Day (Sept 8) Announce the winners of a competition in which learners

had to research and write an essay about My Place Then and Now. Invite some elderly community
members to join in on the day and share their stories.
Heritage Day (Sept 24) Use this day to showcase your schools project to restore your natural and

cultural heritage.
World Tourism Day (Sept 27) People come from far away to enjoy spectacular Nature how

can our school or community contribute and benefit? Invite tourism agencies or a local councillor to
evaluate learners presentations on what is unique and special about their environment, and how they
would protect, promote and market it.

National Marine Week (Oct 16 20) and National Marine Day (Oct 20) the sea

is part of nature and home to a great diversity of life. Lets join in to help. Could we
reduce plastic pollution on land, for example?
National Water Week (March 2026 ) What cultural values do your communities

hold towards water and rivers? What stories do they tell? What do we learn from such
stories? What did the rivers look like when the elders were young? How did things
change? Investigate the history of the natural and cultural landscape of your river
catchment.
National Cleanup Week (Sept 1116) Use a cleanup or visit to a rubbish dump

to start a discussion about waste: Why is a lot of waste a problem? Where do these
bits of waste come from? What happens to waste which doesnt get into a bin? What
happens at landfills? What can we do to reduce the amount of waste around us?
National Water Week (March 2026) how can our school set an example? Get a

poster or speaker

Objectivesofthestudy
To assess the knowledge possessed by the teacher educators

regarding environmental approach before administration of

manual.

Toassessselfexpressedpracticesofteachereducatorsregarding

environmentalapproachbeforeadministrationofmanual.

To compare the effectiveness of training manual regarding the

application of mock eco-school approach in terms of knowledge

andpractices.

Toevaluatetheeffectivenessofknowledgepossessedbythe

teacher educators regarding the application of mock ecoschoolapproach.

Toevaluatetheeffectivenessofselfexpressedpracticesof

teacher educators regarding the application of mock ecoschoolapproach.

ScopeAndMethodology
This is an experimental study where the investigator
had adopted a Pre- Experimental Design: One Group
Pre-test Post test Design. The population selected for
the present study were, teacher educators working in
Teacher Education colleges of Andhra Pradesh,India.
Treating this as the reference population, the
investigatorbysimplerandomsamplingmethodselected
100 teacher educators from teacher education colleges
affiliated toAndhra andAcharya Nagarjuna University
inAndhraPradesh,India.

Variables
Gender

Male
Female

Medium of teaching

English
Telugu

Teaching Programme

D.Ed.
B.Ed.
M.Ed.

Teaching methodology

Science
Arts
Languages

Teaching

Up to 5yrs

Experience

6-10yrs
11-15yrs
16-20yrs
21 yrs and above

Area

Rural area
Urban area

Hypothesesofthestudy
There is no effectiveness seen in the level of knowledge

among the teacher educators regarding environmental

approach with demographic variables before administration
ofmanual.
Thereisnoeffectivenessseenintheselfexpressedpractices

among the teacher educators regarding application of

environmental approach with demographic variables before
administrationofmanual.
Thereisnosignificantgainintheeffectivenessseeninthe

knowledge and self expressed practices among the teacher

educatorsbeforeandafteradministrationofmanual

There is no effectiveness seen among knowledge of the

teachereducatorsregardingapplicationofmockeco-school
approachwithdemographicvariablesafteradministrationof
themanual.
There is no effectiveness seen among self expressed

practicesofteachereducatorsregardingapplicationofmock
eco-school approach with demographic variables after
administrationofthemanual.

ToolsOfTheStudy
TheResearcher,throughQuestionnaire,hadasked30
questions covering various aspects of environmental
approach.Theresearcherhadplannedtotestknowledge
ofenvironmentalapproachatthreelevels.Thelevelhad
been classified as Poor (0 10), Average (11 20) and
Good(2130).
Toanalyzetheoverallpracticesoftheteachereducators
for self expressed practices checklist of (15 items) were
preparedbytheresearcherwhereselfexpressedpractices
were identified at three levels as Poor (0-5), Average (610)andGood(11-15).

Manual :The researcher developed a manual on

application and implementation of innovative

mock eco-school approach in teacher education
institutions taking the guidance from the
environmental experts and eco-schools run by
international eco-schools Director, Brid
Conneely, International Green Key and ecoschoolsassistant,IsabelLissner.

statisticalanalysis
H0.1. There is no effectiveness
seen in the level of knowledge
among the teacher educators
regarding
environmental
approach before administration
ofmanual.

Pretest,interpretationofdata
relatedtoenvironmentalknowledge
amongteachereducators
Femalesweregreatertomales,
TelugumediumweregreatertoEnglishmedium,
D.Ed. teaching programme greater to M.Ed., and M.Ed. were

greatertoB.Ed.teachereducators,
Science teacher educators greater to Arts, and Arts greater to
Languageteachereducators,
Below five years teaching experience greater to more teaching
experienceand
RuralareagreatertoUrbanareateachereducators

 H0.2.Thereisnoeffectiveness

seen in the self expressed

practices among the teacher
educators
regarding
application of environmental
approachbeforeadministration
ofmanual.

Pretest , interpretation of data for

environmental self expressed practices among
teachereducators
Selfexpressedpracticesamongtheteachereducatorswasobservedtobe7.0

against15,i.e.nearly50%.
Femaleswerelesstomales,
TelugumediumwerelesstoEnglishmedium,
B.Ed.teachingprogrammewasgreatertoM.Ed.,andM.Ed.wasgreaterto
D.Ed.teachereducators,
ScienceteachereducatorsgreatertoArts,andArtsgreatertoLanguageteacher
educators,
11-15yrsteachingexperienceteachereducatorswasgreatertomoreandless
teachingexperienceand
RuralareagreatertoUrbanareateachereducators

H03. There is no significant gain

in the effectiveness seen in the
knowledge and self expressed
practices among the teacher
educators before and after
administrationofmanual.

ComparisonofthePre-testandPosttest
analysisofdatarelatedtoeffectivenessof
trainingManual
Total
sample

100

variable

Pre -test

Post-test

Mean gain Percentage

increase

Effectiveness
forthe
15.9
knowledgeof
teacher
educators
Effectiveness
fortheself
7.05
practicesof
teacher
educators.

24.07

8.17

51.38

11.93

4.88

69.92

Ho.4.Thereisnoeffectiveness
seen among knowledge of the
teacher educators regarding
applicationofmockeco-school
approach with demographic
variables after administration
ofthemanual.

Post test , interpretation of data related to

environmental knowledge among teacher educators
aftertheadministrationofthemanual
Femalesweregreatertomales,
EnglishmediumweregreatertoTelugumedium,
D.Ed.teachingprogrammegreatertoM.Ed.,andM.Ed.were

greatertoB.Ed.teachereducators,
ScienceteachereducatorsgreatertoArts,andArtsgreaterto
Languageteachereducators,
6-10yrsteachingexperiencegreatertomoreandlessteaching
experienceand
UrbanareagreatertoRuralareateachereducators.

Ho5. There is no effectiveness

seen among self expressed
practices of teacher educators
regarding application of mock
eco-school
approach
with
demographic variables after
administrationofthemanual.

Posttest,interpretationofdatafor
environmentalselfexpressedpracticesamong
teachereducatorsaftertheadministrationof
themanual
Femaleswereequaltomales,
EnglishmediumwerelesstoTelugumedium,
D.Ed.educatorsweregreatertoM.Ed.,andM.Ed.were
greatertoB.Ed.teachereducators,
ScienceteachereducatorsgreatertoArts,andArts
educatorsweregreatertoLanguageteachereducators,
11-15yrsteachingexperienceeducatorsweregreaterto
moreandlessteachingexperienceand
UrbanareagreatertoRuralareateachereducators.

LearningOutcomes
1.TheeffectivenessoftrainingmanualwastestedbyPre-testandPost-
testscores.TheaveragemeanknowledgescoreofPre-testwasfound
15.9whereastheaveragemeanPosttestknowledgescorewasfound
24.07,thisindicated,thattherewasa51%riseintheaveragemean
score for knowledge. Similarly Pre- test for self expressed practices,
the average mean score was found 7.05 and the Post- test for self
expressed practices, the average mean score was found 11.93.This
showed therewasa69.92% risein the averagemeansscore forself
expressedpractices.Thus,thetrainingmanualwaseffective,related
totheapplicationofinnovativemockeco-schoolapproachinteacher
educationinstitutionstoenhancetheexcellenceintheknowledgeand
forselfexpressedenvironmentalpractices.

2.Thisinnovativemockeco-schoolapplicationhasnarrowedthefocuson
managementandpedagogicalworkofteachereducationinstitutions.This
includedtheneedforprospectiveteachers,teachereducatorsandteacher
education institutions to work together, plan, carry out, follow up and
evaluate learning activities concerning sustainable development. Gap
betweenappropriatepedagogyandnewcurriculumdevelopmentrelatedto
the inclusion of environmental education in teacher education
programme,asaunit,corepaperoroptionalpaper,atD.Ed.,B.Ed.,and
M.Ed.level,andconvictionthatbiologyandgeographyteachereducators
effort would only make a difference would be resolved, as mock eco-
school practices, are implemented by science, arts and language teacher
educators together.Teachers, teacher educators, teacher education
institutions, in India require greater capacity to undertake the immense
and challenging task of implementing mock eco-school approach to
Sustainable Development. Change is required from all stakeholders,
researchers, grass root activists, educators, and policymakers to build a
sustainablefutureattheschoolandteachereducationlevel.

3.Thisapproachhasbroughtachangeinthelocaland
teaching community towards sustainability. National
policy initiatives should support this approach at the
stateandlocalleveltoenhancethequalityofreflective
environmentalideasandpracticesforthenewtwoyear
curriculuminteachereducationinstitutions.
4.Mockeco-schoolcouldbeconsideredasaneffective,
practical and participatory innovation to enhance
excellence in environmental practices for community
development to spread global green education at the
national level, regional level, school and teacher
educationlevel.

5. Educational institutions in collaboration with

Wildlife & Environment Society of India could
promote mock eco-schools as an innovative
initiative, environmental approach, with reflective
practicestoenhancetheenvironmentaleducation,
environmental awareness, environmental attitude,
environmental ethics, skills and competencies
among, in-service, pre-service and teacher
educatorsofteachereducationinstitutionsforthe
newtwoyearcurriculum.

Educationalimplications

Ouraimistoembedsustainabilityintoourteachingandlearning

so that prospective teachers during their internship can engage the

studentswiththeideasofimplementationofeco-schoolanddevelop
environmental skills in the training schools allotted for their
teachingpractice.

We aim to provide engagement in challenging and meaningful

environmental activities and ideas in which the teacher educators,

prospectiveteachersholdsastakeandseesrelevance.

Our mock eco-schools innovative approach ideas in

teacher education programme cover environmental

knowledge, environmental awareness, environmental
attitude, environmental ethics , problems, issues of
environment and are not intended to have formal
plans;theyareflexibleandcanbeadaptedtosuitour
needs. This innovative approach, challenge teacher
educators, teachers, prospective teachers and students
to address meaningful problems, allowing them to
reflectonandreviewtheirteachingandlearningina
real-lifecontext.

Gratefulacknowledgement
BrdConneely
InternationalEco-SchoolsDirector,E:brid@fee.global
NicoleAndreou
InternationalEco-SchoolsAssistant,E:nicole@fee.global
SpecialthankstoTeachereducatorsofAndhraUniversity,
AcharyaNagarjunaUniversityandOsmaniaUniversity

UsefulLinks
www.eco-schools.org.uk/aboutecoschools/ninetopics
https://in.pinterest.com/geordiecat/eco-schools-ideas/
www.eco-schools.org.uk/freeresources/lessonideas
www.eco-schools.org.uk/gettingstarted/programmematerial
s
www.mreco.org/wp-content/uploads/2014/.../Mr.-Eco-SchoolEco-Project-Ideas
www.keepbritaintidy.org/ecoschools/aboutecoschools
www.keepbritaintidy.org/ecoschools/gettingstarted/casestudies
www.keepbritaintidy.org/ecoschools/gettingstarted
www.keepbritaintidy.org/ecoschools/freeresources
www.keepbritaintidy.org/ecoschools/lovewhereyoulive/freeresources
www.keepbritaintidy.org/ecoschools/schoolservices
www.keepbritaintidy.org/ecoschools/aboutecoschools/ourpartner
www.keepbritaintidy.org/ecoschools/aboutecoschools/ourpartners/t
hepod
www.keepbritaintidy.org/ecoschools/aboutecoschools/faqs