Green horizons: an evaluation of sustainability integration in social studies curriculum
DOI:
https://doi.org/10.48017/dj.v10i4.3502Keywords:
Sustainability education, social studies curriculum, student perceptions, hands-on learning, community engagementAbstract
This study evaluates the integration of sustainability education within the Social Studies curriculum at a university, emphasizing students’ perceptions of teaching strategies and community engagement. Using a quantitative descriptive survey design, data were collected from students across all year levels during the first semester of the 2024–2025 academic year. Prior to data collection, participants underwent a preparatory orientation designed to reinforce their understanding of sustainability concepts and provide essential background knowledge. Analysis of mean scores and standard deviations revealed strong student agreement on the effectiveness of hands-on learning, real-life examples, and interdisciplinary approaches in deepening their understanding of sustainability. Respondents also highlighted the value of community partnerships and cross-subject integration in creating a cohesive and impactful educational experience. The findings underscore the importance of practical applications and community involvement in fostering sustainability awareness. However, the study also identified the need for greater consistency in instructional practices and more robust teacher training to ensure effective curriculum integration. It calls for sustained institutional support, adequate resources, and ongoing professional development to reinforce and expand the reach of sustainability education. Strengthening these elements will help cultivate informed, responsible learners equipped to address complex environmental and social challenges, contributing to the long-term success of sustainability initiatives in education.
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