<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Tayfun Tutak</style></author><author><style face="normal" font="default" size="100%">Fatma Erdogan</style></author><author><style face="normal" font="default" size="100%">Mehmet Polat</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">SUSTAINABILITY CONSCIOUSNESS AMONG STEM EDUCATORS AND ITS LINKS TO AGRICULTURAL AND CLIMATE CHANGE AWARENESS</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">agricultural awareness</style></keyword><keyword><style  face="normal" font="default" size="100%">climate change awareness</style></keyword><keyword><style  face="normal" font="default" size="100%">STEM education</style></keyword><keyword><style  face="normal" font="default" size="100%">structural equation modelling</style></keyword><keyword><style  face="normal" font="default" size="100%">sustainability consciousness</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2026</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October / 2026</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2026/987-1793131918.pdf </style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">25</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Global climate and food security crises make sustainability competencies among STEM educators increasingly critical. This study examined structural relationships among science and mathematics teachers’ sustainability consciousness, climate change awareness, and agricultural awareness. Using a correlational survey design, data from 482 teachers in eastern Türkiye were analysed through structural equation modelling and multi-group confirmatory factor analysis. The sample comprised 269 science teachers and 213 mathematics teachers. Results showed that sustainability consciousness positively and significantly predicted both climate change and agricultural awareness, and that climate change awareness partially mediated the effect on agricultural awareness. Although overall awareness levels clustered in the moderate range, the pedagogical competence and classroom implementation dimensions for agricultural topics remained low, indicating a gap between cognitive readiness and practice. Multi-group confirmatory factor analyses supported measurement invariance across science and mathematics teachers. Overall, teachers can conceptually connect climate and agriculture issues, yet they lack the procedural and pedagogical tools to enact this knowledge in classrooms (“Green in Theory, Brown in Practice”). Teacher education should therefore move beyond raising environmental knowledge and systematically strengthen pedagogical content knowledge with practice-based training for climate–agriculture instruction.</style></abstract><issue><style face="normal" font="default" size="100%">5</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">899-922</style></section></record></records></xml>