Environmental Literacy and Integration of Environment Issues among Science Teachers in Region XI: Basis for Training Design

Abstract

<p>The study sought to determine the relationship between the level of environmental literacy and level of integration of environmental issues of science teachers in Region XI. The results of the study will be used to design training on the integration of environmental education in science curriculum. The study employed descriptive-correlation research design. The respondents involved were 400 science teachers from 26 identified public secondary schools in Region XI random sampling. Findings showed that science teachers had high level of overall environmental literacy and integration of environmental issues. Specifically, the respondents obtained the highest level of environmental literacy in terms of ecological knowledge while lowest in the pro-environmental behavior. There was a significant relationship between the level of environmental literacy and the level of integration of environmental issues among the science teachers in Region XI. Ecological knowledge and awareness influenced the level of integration of environmental issues of the science teachers. Results implied that science teachers may have higher level of awareness and knowledge about the environment but behaving pro-environmentally did not motivate them to integrate environmental education in their classes.</p><p> </p><p><strong>Keywords: </strong>Environmental literacy, environmental issues, Science teachers, secondary schools, Descriptive-correlation, Region XI, Philippines</p><div> </div>

What are the valuable lessons from global research on environmental literacy in the last two decades? A systematic literature review

“…There are main problems related to SDGs, ESD, EE, and EL research. These problems include a lack of data and diversity of research themes (Damoah & Omodan, 2023;Şeker, 2023;Suárez et al, 2023;Uddin, 2023), the need for broad stakeholder involvement (Kioupi & Voulvoulis, 2019;Kohl et al, 2022;Laurie et al, 2016), the need for extensive research capacity (which is currently still limited) (Kaya & Elster, 2019;Olsson et al, 2022;Wals & Kieft, 2010), limited funding (Coyle, 2005;Hamilton & Marckini-Polk, 2023b), lack of cross-sector integration (Garcesa & Limjuco, 2016;Izhar et al, 2022;Lewinsohn et al, 2015;Solheri et al, 2022), and limited access to the results and benefits of research (Afandi et al, 2023;Kaya & Elster, 2019;McClaren, 2019). related to the themes of SDGs, ESD, EE, EL and their integration.…”