Responsible behaviour towards environment requires certain values that can be promoted and enhanced by an appropriate pedagogical approach. Such approach can provide students with an opportunity to critically examine an environmental problem and devise solutions to these problems. Hence, the purpose of the present study is to examine the cause-effect relationship between teaching approaches (experiential learning field-based activities and conventional methods) and pro-environmental behaviour of D.El.Ed. Student-teachers in Meghalaya. An experimental method was adopted with a pre-test post-test control group design. The sample of the study consisted of 47 student-teachers of DIET Nongstoin, Meghalaya. Descriptive and inferential statistics were used for analysing the data. The finding indicated an improvement in the levels of pro-environmental behaviour of student-teachers after the exposure to experiential learning approach and existence of a significant difference in the effectiveness of experiential learning approach on pro-environmental behaviour of student-teachers of the experimental group. The study recommends the integration of experiential learning approach in the teaching-learning process to facilitate positive environmental behaviour and consciousness among student-teachers.
Wankyrshan Rymbai (Sun,) studied this question.