Unveiling the environmental education dilemma: Analyzing educators perspectives and practices in environmental citizenship for global sustainability

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Research Paper 05/03/2024
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Unveiling the environmental education dilemma: Analyzing educators perspectives and practices in environmental citizenship for global sustainability

Sonny Soriano*, Michelle P. Castañaga, Noel L. Guevara, Rudolf M. Tan, Josephine Sardan Lambinicio, Marcelo P. Villaluna Jr., Noel Ramirez
Int. J. Biosci.24( 3), 68-75, March 2024.
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The primary objective of this research is to educate the upcoming generation to be conscientious protectors of the environment in the event of a worldwide environmental disaster. The study’s overarching goal is to learn more about educators’ understanding and practice of environmental citizenship, since they play an essential role in this movement. The results reveal a concerning trend: teachers do not understand environmental citizenship. The research, which is based on survey data from 200 students at an Asian university, establishes a foundation for improving environmental citizenship teaching in schools by creating evidence-based policies and programs. All things considered, their perspectives are somewhat limited, focusing mostly on the individual and the home. The manner in which teachers’ perceptions of their environments influence their pedagogical choices and other environmental constructions contribute to the formation of their professional identities. The complex character of environmental citizenship is shown by the interrelated factors that impact teachers’ viewpoints. It is important to note that teachers identities, cultural origins, and degrees of education can be used to identify variances in these viewpoints. Based on the findings of this study, environmental citizenship education and professional development programs for teachers should be strengthened. Theorists, lawmakers, and teacher educators working in the field of environmental education can all gain a lot from these intricate concepts.


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