Exploring environmental literacy components in promoting sustainable behaviour: a case study of rural primary schools

Abstract

This study explored environmental literacy level of both teachers and learners in rural primary schools, with the focus on knowledge, attitude and skills components. The study further examined how the components promote sustainable behavioural change in rural schools. A qualitative multiple case study design, guided by the interpretivist paradigm was employed where three rural primary schools, from Sekhukhune District in Limpopo Province of South Africa were conveniently sampled. Data were collected through observations, document analysis, semi structured and focus group interviews. Three Grade 7 teachers each teaching Social Science, Natural Science and Technology, and 18 learners were purposively sampled to participate in semi structured and focus group interviews. Data were deductively and inductively analysed using content analysis. The findings revealed both nominal and functional environmental literacy levels of both teachers and learners, with limited contribution to sustainable behavioural change. The findings are attributed to teacher's lack of expertise in Environmental Education (EE) content; the limitations of a curricular framework in equally addressing the knowledge, attitude and skills components; and absence of policies and framework guiding sustainable behaviour. The study recommended reorienting and aligning the EE content curriculum with teachers' preservice training; ongoing in-service development and support; and the inclusion of polices that guide lifestyle and practices guiding sustainable behavioural change. This research provided insight into the progress of developing environmental literacy in rural primary schools.

Knowledge, Attitude and Behavioral Components of Environmental Literacy: Perceptions of Prospective Teachers for Quality Education in Lahore

“…Knowledge, perception, competence, and behavior are the four pillars of environmental literacy (Maurer & Bogner, 2020). Additionally, Garcia (2022) and Masemene (2021) proposed three levels of environmental literacy: nominal environmental literacy (the knowledge and understanding of ecological concepts), functional environmental literacy (the ability to apply that knowledge in a variety of contexts), and environmental behaviors (the ability to actively shape one's actions in a way that benefits the environment so that individuals become responsible and have in-depth understanding for solving ecological problems).…”