Abstract This mini-survey assessed the environmental literacy level of preservice teachers in a Nigerian university through 199 social studies teacher-trainees. It found a high level of awareness/knowledge on local environmental problems but low level on global environmental issues. Although a positive disposition toward environmental issues was demonstrated, evidence of knowledge gap which could hinder environmental stewardship was also noticed. The preservice teachers did not significantly differ in their knowledge of environmental issues and problems based on gender and mode of entry but differed in disposition toward same by gender and mode of entry. Some implications for teacher education are discussed.
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