Insights into the integration of environmental education in the senior phase

Abstract

The aim of this paper was to explore how and why senior phase teachers are capable or incapable of integrating environmental education in teaching and learning process. From anecdotal evidence during the work integrated learning process, it was observed that teachers do not necessarily integrate environmental education, and this became the purpose of the study to find out why they do not. Consequently, a research method used was qualitative interpretative multiple case study design in one of the districts of the Mpumalanga province in South Africa. We selected three teachers who separately teach life orientation, natural sciences, and technology in grade 7 as participants from the schools. Data collection tools were interviews and observations. Teachers were interviewed in their schools and some of their lessons were observed. Data was analysed using a typology approach. We inferred from the results and findings of the paper that these teachers had problems with the integration of environmental education. The problems ranged from the lack of understanding of what is environmental education to misconceptions of the concepts of environment and environmental education. With these challenges it is not surprising that even the ones that could integrate were not aware that they did integrate environmental education. It is therefore suggested that it was not a lost cause at all as they had glimpses of how to integrate environmental education which argues well for the recommendation that the micro foundation of in-service interventions to capacitate teachers on how to integrate environmental education across all the subjects should be done. Further studies are recommended on the effectiveness of the in-service workshops that focuses on the integration of environmental education.

Factors bolstering the implementation of environment and sustainability education: A South African case study

“…Globally, there is a myriad of environmental challenges, these include climate change, pollution, excess waste production, population explosion, a decline in biodiversity, water shortage and etcetera (Casinader 2021;Sagala, Nuangchalerm, Saregar & El Islami, 2019). For this reason, various environment-inclined efforts have been undertaken in many countries and various environment-inclined conferences and meetings also called for impactful action towards addressing environmental challenges (Sikhosana, Mudau and Msezane 2020;Mandikonza and Lotz-Sisitka, 2016).…”

Clarifying the significance of instructional methodologies for environmental education integration

“…Furthermore, a project method promotes an active learner-centered approach of teaching which consists of investigations, collaborations, goal setting and reflection within real-world situations (Kokotsaki et al, 2016). While the jigsaw method encourages learners to be the ones that get to select lesson topics for the study, do and in-depth investigation and then prepare and present their findings to the whole class (Sikhosana et al, 2020).…”

“…However, in a STAD method, that is not the case as learners must be divided into four or five members per learning team in order to encourage learner centered participation (Sikhosana et al, 2020). Even though a textbook method is a teaching strategy and a teaching aid that is used by teachers during instruction, the textbooks serves as the most useful teaching resource for a teacher as a course designer, and learners as those who obtain information from it (Gak, 2011).…”

“…This is because instructional methodologies have the ability to inspire both teachers and learners to be autonomous and strategic. While they assist learners to learn and acquire knowledge about a certain subject content (Sikhosana et al, 2020). However, James (2012) demonstrated that some teachers are unwilling to use innovative instructional practices.…”

“…It follows then that what was found could not be fallacy but a matter that needs serious intervention if we want to achieve the 2030 sustainable development goals of the United Nations related to the environmental issues. But one cannot just start by designing an intervention strategy without first zooming on what teachers do when they say they are integrating environmental education (Sikhosana et al, 2020).…”