M.Ed. / The literature study cleary revealed that the continuous interaction of human beings with their environment is beneficial both to the environment and to human beings, but with a price attached which has to be paid by the environment. The price paid is evident in the environmental problems with which the world is currently faced. The environmental crisis is characterised by an increase in the human population which is threatening the earth at an alarming rate and which leads in turn to soil erosion, air and water pollution and the application of destructive pressure on resources. The habitats of natural life forms are currently in the process of disappearing and certain species have already become extinct (Smith, Carlson, Masters & Donaldson, s.a.:3). UNESCO-UNEP (1988:25/30/31) corroborated the above by indicating that the primary problem involved in respect of all environmental problems is the population explosion, which places more pressure on resources (plants, animals, energy, water, soil and air). The interaction of human beings with nature has, in fact, entailed certain advantages for nature, but at the same time has also created new problems which have plunged the environment into a crisis. There is ample proof to be found in literature that an environmental crisis has been identified and that possible solutions to the problem have been found. The call to action culminated in 1972 in the Stockholm Conference, which was attended by world government structures. The outcome of this was the Belgrade Charter of 1975. Subsequently, the awakening of environmental awareness reached a catalytic phase in 1977 with the Tbilisie Conference which laid the foundation for the establishment fo principles, objectives and aims for Environmental Education. The central role which should be played by the educationist in this connection, is clearly outlined: Agenda 21 (Chapter 36): "...education is critical for the promotion of sustained development" (EEP1, 1995b:12). In every respect, South Africa forms part of this international environmental issue. The fact that this is, in fact, generally realised is evident in the White Paper on Environmental Education of 1989, which was a result of the meeting on Environmental Education at Treverton College, Mooi River. The term Environmental Education is now recognised as a full-fledged concept in its own right in formal education (White Paper on Education and Training (1995:20); the Reconstruction and Development Programme (RDP) document (1994); the International Development Research Centre (IDRC) document (1994:6); and the Committee on teacher eduction policy [norms and standards for teacher education] (Cotep) document (1995:41)), as quoted by Joubert & S teen kamp (1995:26/27). In this way, the problem of the community has also become the problem of the school curricula. It should therefore be accepted that schools should accord a high priority to environmentally-related problems in the community. The central role played by the teacher in environmental awareness is corroborated by various documents and writers. Two quotations will suffice in this connection: The Brutland report of 1987 states the problem as follows: '... the world's teachers ... have a crucial role to play in helping to bring about the extensive social changes needed for sustainable development" (EEPI, 1995b:12). Knapp (1975:209), as quoted by Raath (1994:4) states in this connection: Teachers and students alike can teach a lot about care and respect for the environment. They can also teach disregard and destruction of the earth": In this study, the status of the knowledge of aspirant teachers was revealed in respect of six environmental issues, namely, overpopulation, air pollution, water, soil, and plant and animal species. The relationship between factors such as external responsibility, restriction on individuals and responsibility for environmental education were also investigated. The respondents were comprised of aspirant teachers (final-year student teachers) of three South African Universities, namely the Rand Afrikaans University, the University of the Orange Free State and Vista (Free State) in the following study fields: Languages, Mathematics, Humanities, Economics and Physical Sciences, as well as other fields.