ENVIRONMENTAL EDUCATION APPROACH FOR SUSTAINABLE ENVIRONMENTAL MANAGEMENT CAPABILITIES AT SECONDARY SCHOOLS OF ETHIOPIA

Abstract

The pursuit of human progress has led to major environmental challenges, including climate change, pollution, land degradation, soil erosion, biodiversity loss, and species endangerment. In response, international conferences have underscored the vital role of Environmental Education in fostering environmental awareness, responsibility, and sustainable action. This study examined how an integrated approach education about, in, and for the environment can strengthen students’ sustainable environmental management skills in the study area. Using a qualitative phenomenological design, data were gathered through semi-structured interviews with seven Grade 9 Geography teachers and group discussions with eight students from eight purposively selected secondary schools, and were analyzed through transcription, coding, categorization, and thematization. Findings from both teachers and students show that inadequate training on the tri-fold Environmental Education approach results in teaching that remains largely theoretical, with limited integration of the three Environmental Education dimensions, minimal student participation in practical environmental activities, and insufficient teacher preparedness to effectively implement integrated Environmental Education. The study recommends targeted teacher training, increased opportunities for experiential learning, and a more holistic incorporation of Environmental Education principles into the curriculum to enhance learning outcomes and promote sustainable environmental management within and beyond school settings.