Research Article

Navigating between faith and science: Acceptance of cosmological and evolutionary theories among Greek pre-service teachers

Georgios Stylos 1 * , Georgia Vakarou 1 , Elli Gkaltemi 1 , Konstantinos T. Kotsis 1
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1 University of Ioannina, Ioannina, GREECE* Corresponding Author
Eurasian Journal of Science and Environmental Education, 6(1), 2026, 61-72, https://doi.org/10.30935/ejsee/18473
Submitted: 28 October 2025, Published: 24 April 2026
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ABSTRACT

Acceptance of the big bang theory and evolutionary theory often intersects with learners’ religiosity, particularly in culturally religious contexts such as Greece. Pre-service teachers’ acceptance of these theories is critical, as their beliefs may shape future science instruction. This study investigates the extent to which religiosity is associated with Greek pre-service primary teachers’ acceptance of the said theories, while examining variations by gender, year of study, and high school specialization. A quantitative survey design was implemented with 486 pre-service teachers using the MATE, MABBT, and centrality of religiosity scale. Data were analyzed through exploratory factor analysis, internal consistency testing, non-parametric comparisons, and correlation analysis. Participants demonstrated moderate acceptance of both theories and moderate religiosity. Acceptance was higher among later-year students, whereas religiosity was lower in later-year cohorts. Religiosity was negatively correlated with acceptance of both theories. No gender differences emerged, but science-track students showed higher acceptance. Teacher education should address epistemic tensions between science and religion to foster informed scientific acceptance.
Keywords: acceptance, evolution, big bang theory, MATE, pre-service teachers

CITATION (APA)

Stylos, G., Vakarou, G., Gkaltemi, E., & Kotsis, K. T. (2026). Navigating between faith and science: Acceptance of cosmological and evolutionary theories among Greek pre-service teachers. Eurasian Journal of Science and Environmental Education, 6(1), 61-72. https://doi.org/10.30935/ejsee/18473

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