Phenomenological Exploration of Implementation Strategies in Advancing ESD by School Administrators and Educators

Education for Sustainable Development (ESD) has become increasingly important as educational institutions worldwide strive to address global sustainability challenges. This study focuses on the University of the Visayas Dalaguete Campus, exploring how administrators and educators implement ESD and the impact of their strategies on fostering a culture of sustainability. Using in-depth interviews with key figures, including the Dean and Campus Administrator, as well as six professional educators, the study reveals how sustainability concepts are integrated into the curriculum and the practical application of community-based projects. Participants emphasized the value of embedding ESD principles across various subjects rather than treating them as isolated topics, aligning with the views of Sterling (2001) and Tilbury (2011). They also noted the effectiveness of hands-on, community-based learning projects in enhancing students' understanding of sustainability, consistent with Kolb’s experiential learning theory. The role of school leaders in setting an example and advocating for sustainable practices emerged as crucial for developing a supportive environment for ESD. Key competencies for principals, such as strategic planning and stakeholder engagement, were identified as essential for effective ESD implementation. However, challenges such as limited resources and resistance to change were noted, highlighting the need for innovative solutions and persistent efforts. This study adds to existing knowledge by providing practical insights into how ESD is operationalized within a specific educational setting and underscores the importance of leadership and comprehensive planning in advancing sustainability goals. These findings offer valuable implications for other institutions seeking to integrate ESD into their educational practices and contribute to the broader discussion on sustainable education.