Abstract
The integration of sustainability principles into teacher education has emerged as a strategic imperative to develop environmentally conscious educators capable of shaping sustainable societies. Campus sustainability initiatives provide both a practical and pedagogical platform for modeling environmentally responsible behavior among pre-service teachers. This meta-analysis synthesizes empirical studies, institutional reports, and policy documents published between 2010 and 2025 to critically examine the design, implementation, and impact of green campus initiatives in teacher education institutions worldwide. The study focuses on four key dimensions: green infrastructure, energy efficiency, waste management, and the integration of sustainability into pedagogical practice. Findings indicate that while technological and infrastructural interventions such as renewable energy installations, energy-efficient systems, and eco-friendly building designs have gained momentum, the translation of these practices into curriculum and teaching remains inconsistent. Evidence suggests that programs combining infrastructure upgrades with curricular integration and participatory learning opportunities lead to greater improvements in pre-service teachers’ knowledge, attitudes, and environmental behaviors. The meta-analysis also identifies critical challenges, including funding limitations, faculty training gaps, and insufficient student engagement, which hinder the full realization of green campus potential. The study concludes by advocating for a holistic framework that synergizes infrastructural, curricular, and behavioral interventions, thereby fostering a culture of sustainability within teacher education institutions and ensuring the preparedness of future educators to lead in environmental stewardship.
Keywords: Green infrastructure, energy efficiency, waste management, pedagogical integration, campus sustainability