Environmental education in schools: sustainability and hope
Abstract Schools have implemented environmental education, but its impact on sustainability and execution often falls short of expectations. This study aims to explore and analyze the sustainability and expectations of environmental education in schools. The research employs a quantitative approach,...
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| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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Springer
2025-01-01
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| Series: | Discover Sustainability |
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| Online Access: | https://doi.org/10.1007/s43621-025-00837-2 |
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| _version_ | 1832586134168797184 |
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| author | Azizah Husin Henny Helmi Yanti Karmila Nengsih Muhammad Rendana |
| author_facet | Azizah Husin Henny Helmi Yanti Karmila Nengsih Muhammad Rendana |
| author_sort | Azizah Husin |
| collection | DOAJ |
| description | Abstract Schools have implemented environmental education, but its impact on sustainability and execution often falls short of expectations. This study aims to explore and analyze the sustainability and expectations of environmental education in schools. The research employs a quantitative approach, with the population comprising teachers in Palembang, Indonesia. We used a purposive sampling technique to select 100 teachers from Palembang as respondents. Data were collected through questionnaires and analyzed descriptively based on average scores. The results indicate that teachers have high expectations for schools, fellow teachers, and students. Teachers expect schools to effectively develop and implement visions, missions, and curricula related to environmental education, alongside supporting programs. Teachers aspire to consistently educate students, act as role models, and receive training to enhance their environmental knowledge and skills. Additionally, teachers aim to integrate environmental education into other subjects. Teachers expect students to apply and sustain their environmental knowledge, values, and skills in their daily lives. The recommendations are aimed at both schools and teachers. Schools integrate environmental education into the school’s vision, mission, and curriculum. Organize programs and extracurricular activities focused on environmental sustainability. Teachers Provide continuous professional development, such as workshops and training on environmental education methods. Encourage collaboration among teachers to share best practices for integrating environmental education in different subjects. |
| format | Article |
| id | doaj-art-730591fd85ca46cba5b13729640bdb44 |
| institution | Kabale University |
| issn | 2662-9984 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | Springer |
| record_format | Article |
| series | Discover Sustainability |
| spelling | doaj-art-730591fd85ca46cba5b13729640bdb442025-01-26T12:10:37ZengSpringerDiscover Sustainability2662-99842025-01-016111110.1007/s43621-025-00837-2Environmental education in schools: sustainability and hopeAzizah Husin0Henny Helmi1Yanti Karmila Nengsih2Muhammad Rendana3Community Education, Faculty of Teacher Training and Education, Universitas SriwijayaCommunity Education, Faculty of Teacher Training and Education, Universitas SriwijayaCommunity Education, Faculty of Teacher Training and Education, Universitas SriwijayaMaster Program of Environmental Management, Graduate School, Universitas SriwijayaAbstract Schools have implemented environmental education, but its impact on sustainability and execution often falls short of expectations. This study aims to explore and analyze the sustainability and expectations of environmental education in schools. The research employs a quantitative approach, with the population comprising teachers in Palembang, Indonesia. We used a purposive sampling technique to select 100 teachers from Palembang as respondents. Data were collected through questionnaires and analyzed descriptively based on average scores. The results indicate that teachers have high expectations for schools, fellow teachers, and students. Teachers expect schools to effectively develop and implement visions, missions, and curricula related to environmental education, alongside supporting programs. Teachers aspire to consistently educate students, act as role models, and receive training to enhance their environmental knowledge and skills. Additionally, teachers aim to integrate environmental education into other subjects. Teachers expect students to apply and sustain their environmental knowledge, values, and skills in their daily lives. The recommendations are aimed at both schools and teachers. Schools integrate environmental education into the school’s vision, mission, and curriculum. Organize programs and extracurricular activities focused on environmental sustainability. Teachers Provide continuous professional development, such as workshops and training on environmental education methods. Encourage collaboration among teachers to share best practices for integrating environmental education in different subjects.https://doi.org/10.1007/s43621-025-00837-2Environmental educationHopeSustainabilityTeachersSchoolsStudents |
| spellingShingle | Azizah Husin Henny Helmi Yanti Karmila Nengsih Muhammad Rendana Environmental education in schools: sustainability and hope Discover Sustainability Environmental education Hope Sustainability Teachers Schools Students |
| title | Environmental education in schools: sustainability and hope |
| title_full | Environmental education in schools: sustainability and hope |
| title_fullStr | Environmental education in schools: sustainability and hope |
| title_full_unstemmed | Environmental education in schools: sustainability and hope |
| title_short | Environmental education in schools: sustainability and hope |
| title_sort | environmental education in schools sustainability and hope |
| topic | Environmental education Hope Sustainability Teachers Schools Students |
| url | https://doi.org/10.1007/s43621-025-00837-2 |
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