According to the research findings, social studies teachers are of the opinions below: the emphasis on the sustainability principle of environmental education in the curriculum is low, it is insuffici

The gap

Consensus across the literature

Supporting evidence — 6 representative gaps

• <b>Impact of active learner involvement in a contextual and relevant environmental education programme on learning effectiveness</b><b></b> (2026) · doi

  This research is, of course, limited in time and space. The highly beneficial effects of contextualising environmental education at various cognitive and behavioural levels can be confirmed or refuted by further research conducted in other countries and cultures. We recommend that future researchers and practitioners from different regions of the world study the impact of this dual contextualization (cultural and environmental) on the quality of learning related to environmental education and on the resolution of local environmental problems in the short, medium, and even long term.

  Keywords: environmental education course limited time space highly beneficial effects contextualising various cognitive behavioural levels confirmed
• A Study on Environmental Education at school and College level in Nagapattinam District (2026) · doi

  The findings of the study are applicable to environmental education and it does not applicable to other subjects. This study does not cover experimental aspect of environmental education, because studying of all aspects of environmental education is not under the purview of an individual researcher due to constraints imposed by money, time, energy and efforts. Discussion of the study: The research indicates the school wise respondent’s views on environmental education curriculum. It can be assessed with the help of 9 factors on a 5-pointrating scale. These include teachers to manipulate small objects, lessons required the use of memory strategies, lessons require understanding and using abstract ideas, lessons encourage teachers to think of future, group activities, lessons required teachers to read and write, lessons draw teachers to explore through experimentation, lessons required teachers to systematically solve the problem and lessons required cause effect reasoning. Out of the chosen 9 variables on environmental education curriculum, the respondents rate first order priority to the environmental education curriculum in terms of the lessons enable teachers to manipulate small objects as their secure mean score is 4.16 on a 5 point rating scale. This shows the highest level of preference to the environmental education curriculum. The respondents rate second order priority to the environmental education curriculum that lessons should require the use of memory strategies. In this perception, they secure a © 2026 The Author(s). Published by IJCOPE Journal. Website: https://ijcope.org/ 2 International Journal of Creative and Open Research in Engineering and Management ISSN: 3108-1754 (Online) Volume 02 Issue 04 April-2026 | Impact Factor: 3.5 mean score of 4.09 on a 5-point rating scale. This indicates the respondent’s attitudes towards use of memory strategies in environmental education curriculum. The respondents rate third order priority to the environmental education curriculum that lessons require to understand and use abstract ideas as they secure a mean score of 3.85 on a 5 point scale. In general, respondents rate fourth order priority to the environmental education curriculum that lessons should think of future as they secure a mean score of 3.85 on a point rating scale. The respondents rate fifth order priority to the environmental education curriculum in terms of group activities on environmental education as it secures mean score 3.76 on a 5 point rating scale. The respondents rate the sixth order priority to the environmental education curriculum that lessons require the teachers to read and write environmental issues as their secure mean score in 3.67 on a 5-point rating scale. The respondents secure 3.56 as mean score on a 5-point rating scale with respect to their views on environmental education curriculum in terms of teacher’s role in exploration of knowledge through experimentation. It is the seventh level environmental attitude. The respondents rate eighth order priority to the environmental education curriculum that lessons should enable the teachers to systematic solve the problem as they secure a mean score of 3.40 on a 5 point rating scale. The respondents secure 2.90 as mean score on a 5-point rating scale. With respect to their views on environmental education curriculum in terms of lessons require cause and effect reasoning. It is interesting to observe among the chosen schools that the teachers of Matriculation schools occupy the first position with respect to their overall views on environmental education curriculum as they secure a mean score of 4.00 on a 5 point rating scale and followed Aided Secondary Schools, Municipal secondary schools and Government secondary schools. It could be seen clearly from the above discussion that there is correspondence between education status of teachers and their views on environmental education curriculum. It could be noted that the education status, the ratings on environmental education curriculum and the vice versa.

  Keywords: environmental education curriculum lessons scale teachers mean score point respondents secure rating rate order priority
• Green Campus initiatives among public secondary schools in Ilocos Sur: A basis for policy recommendation (2026) · doi

  1. Educational administrators may consider scaling successful local initiatives, such as Project GEMMA, across divisions to support standardized and context-responsive implementation of Green Campus programs. 2. School leaders and local government units may strengthen partnerships and allocate sustainable resources to support infrastructure development and the integration of environmental education into teaching and learning processes. 3. Teachers and school administrators may adopt student-centered and incentive-based approaches to promote active participation in environmental programs and reinforce positive ecological behaviors. 4. Curriculum developers and educators may integrate sustainability concepts across subject areas through interdisciplinary and project-based learning approaches to enhance long-term educational outcomes. 5. Policymakers and school leaders may adopt a Whole-School Approach by embedding environmental practices into curriculum design, school policies, and daily operations, while clearly defining roles and responsibilities to ensure sustainability and accountability. REFERENCES Alkair, S., Ali, R., Abouhashem, A., Aledamat, R., Bhadra, J., Ahmad, Z., Sellami, A., & Al-Thani, N. (2023). A STEM model for engaging students in environmental sustainability programs through a problem-solving approach. Applied Environmental Education & Communication, 22(1), 1–14. https://doi.org/10.1080/1533015x.2023.2179556 Aregarot, P., Kubaha, K., & Chiarakorn, S. (2024). A study of sustainability concepts for developing green universities in Thailand. Sustainability, 16(7), 2892. https://doi.org/10.3390/su16072892 Biney, E. (2025). Systematic review of problem-based learning in environmental education. Educational Point, 2(2), e131. https://doi.org/10.71176/edup/17292 Braun, V., & Clarke, V. (2024). Thematic analysis: A practical guide (2nd ed.). SAGE Publications. Climate and Clean Air Coalition. (2016). A handbook for schools on organic waste management. International Solid Waste Association. https://www.ccacoalition.org/sites/default/files/resources/2016_A-Handbook-for-schools-on- organic-waste-management_ISWA_CCAC.pdf Congress of the Philippines. (2001). Republic Act No. 9003: Ecological Solid Waste Management Act of 2000. Official Gazette of the Republic of the Philippines. https://www.officialgazette.gov.ph/2001/01/26/republic-act-no-9003-s- 2001/ Congress of the Philippines. (2008). Republic Act No. 9512: National Environmental Awareness and Education Act of 2008. Official Gazette of the Republic of the Philippines. https://www.officialgazette.gov.ph/2008/12/12/republic- act-no-9512/ Delos Santos, A. M., & Bautista, R. L. (2025). Sustaining the green shift: Structural barriers to environmental club longevity in Philippine public schools. Journal of Educational Policy and Management, 14(2), 45–68. https://doi.org/10.53378/jepm.2025.7612 Department of Education. (2014). Im

  Keywords: environmental https republic school education sustainability educational waste management philippines green programs learning based schools
• Enhancing Civic Awareness and Environmental Responsibility through Social Studies Education for Sustainable Development in Nigeria (2026) · doi

  1. Integrating environmental education into social studies education curriculum will acquaint students, teacher and policy maker on waste disposal and conservation. 2. Civic concepts such as citizenship, human right, democracy, rule of law, leadership, and responsibilities should fully incorporated into social studies education at all levels of education. 3. Schools should organize activities such as tree planting, sanitation exercises, recycling projects and environmental clubs to help students develop.

  Keywords: education environmental social students integrating curriculum acquaint teacher policy maker waste disposal conservation civic concepts
• The Significance of Experience in SLE Research (1999) · doi

  This begs the further question, exacerbated somewhat by the above lack of a connection with existing educational practices, of how teachers' and learners' thoughts and actions might also need to be examined in relation to dominant conceptions of the environment/ nature and constructions of environmental education.

  Keywords: begs further question exacerbated somewhat lack connection existing educational practices teachers learners thoughts actions need
• Opinions of Social Studies Teachers on Environmental Education Through Social Studies Curriculum and Textbooks (2022) · doi

  According to the research findings, social studies teachers are of the opinions below: the emphasis on the sustainability principle of environmental education in the curriculum is low, it is insufficient in terms of achievements and is not suitable for the level, however, it is sufficient in terms of skills.

  Keywords: terms according social teachers opinions emphasis sustainability principle environmental education curriculum insufficient achievements suitable level