This article explores how art and design education can contribute to the imperative of climate change and help societies adapt to living more sustainably. Drawing on methods from arts‐based research and qualitative case study, it reports on an investigation into what can be learned from creating environmental art installations with preservice teachers (those training to be K‐12 teachers), as part of an environmental art education programme in a leading Canadian university. Findings support that preservice teachers experienced behavioural and attitudinal shifts towards sustainability after engaging in the processes of creating environmental art; involvement in the programme also provided opportunities for building community, engaging multiple domains of learning, modelling sustainable art‐making practices and prompting environmental activism. The results of this study inform a developing pedagogy for environmental art education in higher education settings.

中文翻译：

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在职前教师教育中将艺术教育概念化为环境行动主义

本文探讨了艺术和设计教育如何能够促进气候变化的紧迫性，并帮助社会适应更可持续的生活。它借鉴了基于艺术的研究和定性案例研究的方法，报告了一项调查，调查了从与任职教师（培训为K-12老师）创建环境艺术装置中可以学到的知识，这是环境艺术教育计划的一部分在加拿大领先的大学里 研究结果表明，职前教师在参与创造环境艺术的过程后经历了行为和态度向可持续性的转变；参与该计划还为建立社区，参与学习的多个领域，为可持续的艺术创作模式建模以及促进环境行动提供了机会。