Attitudes, Challenges, and Practices in Integrating Environmental Education in the Curriculum

Abstract

This study focused on the integration of environmental education (EE) by public elementary school teachers in Lower Apayao, highlighting their attitudes, challenges, and practices. Using a descriptive-correlational design, data were collected from 198 teachers across 72 public elementary schools through questionnaires. The teachers' attitudes were assessed in three dimensions: cognitive, affective, and behavioral. The challenges they faced were related to curriculum resources, training, and community involvement, while their practices were measured in terms of instructional methods, curriculum integration, and community engagement. The findings revealed that teachers generally held positive attitudes towards incorporating EE into the curriculum. Despite facing significant challenges, particularly in resources and community involvement, their practices showed a high level of environmental education integration. A strong positive relationship was found between attitudes and challenges, indicating that teachers with more positive attitudes toward EE perceived fewer challenges. However, there was no significant correlation between attitudes and practices, suggesting that positive attitudes alone do not guarantee active engagement in EE practices. Similarly, the correlation between challenges and practices was insignificant, showing that the challenges faced did not directly affect teachers' engagement in EE practices.