Synthesizing and integrating environmental awareness and bio-intensive gardening under the Gulayan sa Paaralan (SIBUG) extension project

Abstract

School-based extension programs play an important role in promoting environmental sustainability, food security, and community participation through research-based interventions. This study evaluated the implementation of the Synthesizing and Integrating Environmental Awareness and Bio-intensive Gardening under the Gulayan sa Paaralan (SIBUG) Extension Project at Mangaan Elementary School, La Union, Philippines. Specifically, the project aimed to establish a functional and sustainable Gulayan sa Paaralan, strengthen stakeholders’ knowledge and skills in producing organic fertilizers and pesticides, promote environmental awareness, and encourage collaborative participation among school and community stakeholders. A participatory extension approach guided by the Ako–Kami–Tayo (AKT) Model was employed involving school administrators, teachers, students, parents, university extension professionals, and community partners. Project implementation included orientation sessions, technical training, hands-on workshops, environmental awareness campaigns, waste management activities, and continuous monitoring and evaluation. The training programs received excellent participant evaluations, with mean scores of 4.80 for organic fertilizer training and 4.78 for organic pesticide training, indicating high levels of participant satisfaction and perceived usefulness. The project successfully established a sustainable school garden, enhanced stakeholders’ environmental awareness, promoted the adoption of organic gardening practices, and strengthened partnerships between the university and the beneficiary school. Furthermore, the project contributed to school recognition through several institutional awards, demonstrating its sustainability and community impact. Overall, the SIBUG Extension Project proved to be an effective research-based extension model that integrates environmental education, sustainable agriculture, and participatory community engagement. The findings suggest that similar extension initiatives can be replicated in other schools to promote food security, environmental stewardship, and sustainable community development.