Abstract
Sustainability education has emerged as an essential pillar of the learning environment philosophy, aiming to equip learners with the knowledge, skills, and values required to address global challenges such as climate change, social inequality, and ecological degradation. This study explored the perceptions of high school teachers toward the integration of sustainability education within the philosophy of learning environments. Using a descriptive survey method, data were collected from 200 teachers through a structured questionnaire and analysed using mean, standard deviation, and t-test. The findings revealed that teachers with higher teaching experience perceived sustainability education as more integral to curriculum design and overall learning environments compared to their less experienced counterparts. However, no significant difference was observed in teaching practices across groups. The results underscore the importance of embedding sustainability into curriculum frameworks, teacher training programs, and institutional policies. The study concludes that sustainability education is not an optional extension but a pedagogical necessity and a societal responsibility. Embedding sustainability into the philosophy of learning environments can nurture critical thinking, ecological literacy, and social responsibility among learners, thereby fostering sustainable futures.
Keywords: Sustainability education, learning environment philosophy, sustainable development, curriculum integration, teacher perceptions, ecological literacy
Loading…
Reload document 
Open in new tab