EXPLORING HOW EFFECTIVE THE ROLE OF SOCIAL MEDIA WEBSITES IN DEVELOPING ART SKILLS FOR SCIENCE STUDENTS AT UNIVERSITY LEVEL

Abstract

This qualitative research investigates the effectiveness of social media website in developing art skills for science students in science teacher education. Through in-depth interviews, focus groups and participant observations involving pre-service science teachers, teacher educators and curriculum developers, this study aims to uncover the perceptions, practices and challenges associated with integrating art skills into science teacher preparation. Research methods used was interviews. The findings reveal that while there is a strong recognition of the importance of environmental awareness, various barriers such as insufficient curriculum content, lack of practical training opportunities and limited institutional support hinder effective implementation. Moreover, the study highlights the innovative strategies educators employ to overcome these obstacles, emphasizing experiential learning, interdisciplinary approaches and community engagement. The results underscore the need for a comprehensive re-evaluation of science teacher education curricula to better equip future educators with the knowledge, skills and attitudes necessary to advocate for and teach sustainability. This research contributes to the ongoing discourse on enhancing environmental education in teacher preparation, offering insights and recommendations for policy makers, educators and institutions committed to promoting sustainability through science education. Key Words: Art Skills, Social Media Websites, Teacher Education