Examining the Integration of Environmental Education into Pedagogy by Educators

Environmental Education into Pedagogy

Abstract

This research is aimed at providing an overview of the integration of environmental education into the senior phase curriculum. By examining the implementation process, teaching methods, and perceived outcomes, the study seeks to offer comprehensive insights into the effectiveness of incorporating environmental education at this educational level. The research involved three purposively selected senior-phase Natural Sciences, Technology, and Life Orientation educators. Using a multiple case study design and Bronfenbrenner's Ecological Systems Theory as an overarching theoretical framework, the study explores the alignment of environmental education with broader educational goals, the adversities faced, and the strategies employed by educators. Qualitative data were collected through interviews and classroom observations. The study revealed that educators encountered significant challenges in incorporating environmental education into the senior phase, including inadequate resources, time constraints within an already demanding curriculum, teacher preparedness, and the need for innovative assessment methods. It is recommended that an interdisciplinary curriculum framework be developed to seamlessly integrate environmental education into all existing subjects, ensuring the relevance of environmental issues in diverse contexts. Additionally, the Department of Basic Education should establish a specialized training program to equip educators with the necessary knowledge, skills, and pedagogical approaches for delivering effective environmental education, covering both content and instructional methods. The findings not only contribute to the local context but also provide valuable implications for enhancing the incorporation of environmental education across diverse educational settings.