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…
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