Environmental awareness represents the understanding and recognition of the importance of environmental conservation and awareness of the impact of human activities on nature. This includes awareness of environmental issues such as climate change, pollution and loss of biodiversity, as well as willingness to change behavior to protect the environment. On the other hand, environmental anxiety refers to feelings of worry, anxiety, or fear arising from the realization of the seriousness of environmental crises. This form of anxiety can motivate individuals to take action but can also negatively affect mental health if not managed adequately. The media play a key role in shaping environmental awareness and anxiety by informing, shaping opinions, and encouraging discussions. However, their reporting often lacks context and balance, which can amplify feelings of anxiety and fear among the audience. Emotional images and stories used in media content can further provoke anxiety among viewers. This study examined the level of environmental awareness and ecological anxiety among students of the Teacher Education Study at the Faculty of Humanities and Social Sciences in Split. The research was conducted in June 2024. The aim of the research was to determine whether students in the higher years of the Teacher Education Study (4th and 5th) are more environmentally aware than students in the lower years (1st, 2nd, 3rd) and whether there is a difference in opinion between higher and lower-year students about how much and in what way the media influence environmental awareness and foster ecological anxiety in people. A survey method was used, and students indicated their level of agreement with the provided statements on a Likert scale. The research results showed that students in the higher years of the Teacher Education are indeed more environmentally aware than students in the lower years. Teacher Education students in Split, regardless of their year of study, equally use modern media as a source of information about today’s ecological problems and believe that the media are important for promoting environmental awareness but also contribute to ecological anxiety in people. Loweryear students showed a lesser degree of ecological anxiety. The research conducted as part of this thesis emphasizes the importance of continuous ecological education throughout the study and highlights the consistent perception of media influence among students of all years. The obtained results suggest that the media have a 68 constant influence on environmental awareness regardless of the academic year, but further education can increase overall environmental awareness. Integrating ecological topics into the curriculum of future teachers, along with fostering critical thinking about the role of the media, is one way to empower future teachers to promote environmental behaviors and sustainable lifestyles.