Eurasia Journal of Mathematics, Science and Technology Education

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APA

Yli-Panula, E., Banos-Gonzalez, I., Jeronen, E., & Tringham, M. (2025). ‘This is not going to change in the short term’–Finnish and Spanish primary school student teachers’ views on competencies for promoting sustainability education. Eurasia Journal of Mathematics, Science and Technology Education, 21(1), em2556. https://doi.org/10.29333/ejmste/15793

Vancouver

Yli-Panula E, Banos-Gonzalez I, Jeronen E, Tringham M. ‘This is not going to change in the short term’–Finnish and Spanish primary school student teachers’ views on competencies for promoting sustainability education. EURASIA J Math Sci Tech Ed. 2025;21(1):em2556. https://doi.org/10.29333/ejmste/15793

AMA

Yli-Panula E, Banos-Gonzalez I, Jeronen E, Tringham M. ‘This is not going to change in the short term’–Finnish and Spanish primary school student teachers’ views on competencies for promoting sustainability education. EURASIA J Math Sci Tech Ed. 2025;21(1), em2556. https://doi.org/10.29333/ejmste/15793

Chicago

Yli-Panula, Eija, Isabel Banos-Gonzalez, Eila Jeronen, and Maaria Tringham. "‘This is not going to change in the short term’–Finnish and Spanish primary school student teachers’ views on competencies for promoting sustainability education". Eurasia Journal of Mathematics, Science and Technology Education 2025 21 no. 1 (2025): em2556. https://doi.org/10.29333/ejmste/15793

Harvard

Yli-Panula, E., Banos-Gonzalez, I., Jeronen, E., and Tringham, M. (2025). ‘This is not going to change in the short term’–Finnish and Spanish primary school student teachers’ views on competencies for promoting sustainability education. Eurasia Journal of Mathematics, Science and Technology Education, 21(1), em2556. https://doi.org/10.29333/ejmste/15793

MLA

Yli-Panula, Eija et al. "‘This is not going to change in the short term’–Finnish and Spanish primary school student teachers’ views on competencies for promoting sustainability education". Eurasia Journal of Mathematics, Science and Technology Education, vol. 21, no. 1, 2025, em2556. https://doi.org/10.29333/ejmste/15793