Restoring balance: Earth overshoot day as a framework for teacher education

Purpose The purpose of this study is to examine how pre-service teachers (PSTs) develop awareness and understanding of Earth Overshoot Day (EOD) through a structured educational intervention, focusing on shifts in knowledge, attitudes and behavioral intentions and their roles as future educators. Design/methodology/approach A descriptive phenomenological design was used with 27 PSTs participating in a four-week EOD-focused training program. Data were collected through semi-structured interviews and reflection journals. Thematic analysis was used to identify patterns in participants’ knowledge, attitudes and intended behaviors, framed by Social Cognitive Theory and Theory of Planned Behavior. Findings The educational intervention significantly enhanced participants’ awareness, with 96% accurately defining EOD after intervention. Participants identified overconsumption, energy waste and ecosystem damage as key contributors and highlighted consequences such as resource depletion, climate change and biodiversity loss. PSTs emphasized integrating sustainability into education through experiential learning, creative activities and role modeling. Research limitations/implications This study is limited by its qualitative design and sample size. Future research could incorporate quantitative and longitudinal methods to provide a more comprehensive understanding of intervention outcomes. Practical implications Teacher education programs can integrate EOD into curricula through creative and interactive pedagogical approaches, thereby fostering critical thinking and pro-environmental behaviors. Social implications Educating PSTs about EOD may influence broader societal behaviors, contributing to the achievement of global Sustainable Development Goals. Originality/value This study addresses a gap in the literature concerning EOD within sustainability education. This study demonstrates the potential of targeted interventions to enhance environmental literacy among PSTs and better prepare them to tackle sustainability challenges in their future classrooms.