The research explores the potential of integrating the School-Age Care Environment Rating
Scale (SACERS) into pre-service teacher education programmes to enhance future psychologist-teacher
competencies in diagnostic evaluation, monitoring, instructional practice, and professional development:
methodology and Methods. A mixed method approach was adopted, involving 110 undergraduate students
assigned to either an experimental group (n=50) or a control group (n=60). Approximately four weeks later,
the experimental group conducted guided assessments of authentic educational settings using the SACERS
scale, while the control group followed traditional curricula without exposure to practical evaluation activities.
Results. SACERS-based training significantly improved students’ competencies in diagnosing and evaluating the
school environment. Scientific Novelty. This research demonstrates that validated instruments like SACERS are
effective tools in teacher education, supporting the development of professional competencies and encouraging
reflective teaching practices. Practical Significance. The approach offers a measurable model for embedding
environmental assessment in teacher training, fostering reflective and analytical skills aligned with national and
international standards.