Abstract
As environmental degradation intensifies globally, integrating environmental education (EE) into basic education has become essential in shaping responsible and sustainability-minded citizens. This study examined the extent of EE integration in the science curriculum and its contribution to promoting sustainable practices among learners in public schools within Talibon I and II Districts, Division of Bohol. Using a sequential-explanatory mixed methods design, the study first conducted a survey with 38 science teachers to assess the level of EE integration. This was followed by in-depth interviews with 15 purposively selected teachers to explore the environmental concepts taught, teaching strategies employed and observed student behaviors related to sustainability. A documentary analysis of the K to 12 Science Curriculum Guide was also conducted. Findings revealed a moderate level of integration, with environmental concepts such as biodiversity, climate change, and resource conservation embedded across grade levels. Teachers utilized various strategies, including project-based learning, multimedia tools, community involvement, and experiential activities like clean-up drives and tree planting. These efforts contributed to improved student awareness and environmental engagement. However, challenges such as limited resources, inadequate teacher training, and unclear curriculum guidelines hinder full integration. Teachers suggested improving instructional materials, enhancing teacher capacity through professional development, and embedding EE more explicitly in curriculum design. Based on these findings, a program enhancement is proposed to strengthen the delivery of EE and cultivate environmentally responsible behaviors among learners.
