ABSTRACT: This study focuses on the integration of environmental education into other subjects in the
school curriculum. The study critically examine challenges faced by various subject teachers in the process of
teaching environmental education as an integrated component in their subject areas. The role of teachers in the
implementation of environmental education in developing an environmentally literate citizenry is of great
significance. It was recommended among others that, the government should develop curriculum with clear
goals and content with specific guideline which shall develop teachers’ capacity in the teaching of
environmental education. Successful implementation of any educational policy, largely depends on teacher’s
competencies. Therefore all necessary steps should be taken to address challenges confronting teachers in the
implementation of EE as an integrated component.
KEY TERMS: Environmental education, integration, curriculum
What is environmental education,what are the importance of environmental education,what are the objectives of environmental education and the guiding principles of environmental education
ENVIRONMENTAL CONSERVATION: KNOWLEDGE, ATTITUDES, AND PRACTICES AMONG SELECTE...Liwayway Memije-Cruz
Abstract
This study aimed to provide information on the awareness of selected students of PUP Main on Environmental Science concepts for the First Semester, School Year 2008-2009. The descriptive correlation method of research was utilized. Results show that the students, in general possess satisfactory knowledge, desirable attitude and desirable practices towards environmental conservation.
What is environmental education,what are the importance of environmental education,what are the objectives of environmental education and the guiding principles of environmental education
ENVIRONMENTAL CONSERVATION: KNOWLEDGE, ATTITUDES, AND PRACTICES AMONG SELECTE...Liwayway Memije-Cruz
Abstract
This study aimed to provide information on the awareness of selected students of PUP Main on Environmental Science concepts for the First Semester, School Year 2008-2009. The descriptive correlation method of research was utilized. Results show that the students, in general possess satisfactory knowledge, desirable attitude and desirable practices towards environmental conservation.
Environmental education is intended for all types of learners, students, out-of-school youth, community leaders, policy makers and the general public to develop appropriate environment-related skills
The note is a an original contribution from Dr.Muhammad Mukhtar Alam , a development professional and a Cognitive Psychologist.The concept occurred to me in 2003 while working for Save the Children UK in Rapar ,Gujarat.I could not publish this earlier. After publishing this here on Slideshare, I realised Daniel Goleman had published this in 2009. I understand my conception is different since,here many other features are referred with an indicative table on ecologically intelligent decisions.
Teachers are the key societal members who can make a difference in the society. They have the ability to shape the minds of budding generation for biodiversity conservation of a locality.
Identifying & Evaluating environmental resources and how to design an environ...Sefat Ul Alom
This presentation is my academic slide on the course EDUC 617, course title- Environmental Education, at Institute of Education and Research, University of Rajshahi. Here, I talked about identifying & evaluating environmental resources around us and designing an environmental education program informal, nonformal, and personalized education system.
Environmental education is a process that allows individuals to explore environmental issues, engage in problem solving, and take action to improve the environment. As a result, individuals develop a deeper understanding of environmental issues and have the skills to make informed and responsible decisions.
What is Environment Education? Why is it necessary? Where to tart and how things are presented? How can we teach environmental education to the children? To answer all these question, this presentation is ready. Teachers will also get some thoughts regarding this subjects.
Environmental education is intended for all types of learners, students, out-of-school youth, community leaders, policy makers and the general public to develop appropriate environment-related skills
The note is a an original contribution from Dr.Muhammad Mukhtar Alam , a development professional and a Cognitive Psychologist.The concept occurred to me in 2003 while working for Save the Children UK in Rapar ,Gujarat.I could not publish this earlier. After publishing this here on Slideshare, I realised Daniel Goleman had published this in 2009. I understand my conception is different since,here many other features are referred with an indicative table on ecologically intelligent decisions.
Teachers are the key societal members who can make a difference in the society. They have the ability to shape the minds of budding generation for biodiversity conservation of a locality.
Identifying & Evaluating environmental resources and how to design an environ...Sefat Ul Alom
This presentation is my academic slide on the course EDUC 617, course title- Environmental Education, at Institute of Education and Research, University of Rajshahi. Here, I talked about identifying & evaluating environmental resources around us and designing an environmental education program informal, nonformal, and personalized education system.
Environmental education is a process that allows individuals to explore environmental issues, engage in problem solving, and take action to improve the environment. As a result, individuals develop a deeper understanding of environmental issues and have the skills to make informed and responsible decisions.
What is Environment Education? Why is it necessary? Where to tart and how things are presented? How can we teach environmental education to the children? To answer all these question, this presentation is ready. Teachers will also get some thoughts regarding this subjects.
Environmental Education for all: Ethiopian ContextIJEAB
Today’s environmental challenges urge man to search for possible solution from wider viewpoints. This paper review is persuasive that it stresses relevance of environmental education for all citizens as one of the key tools for stewardship of environmental wellbeing besides policies and actions combating against environmental problems like pollutions and environmental degradation; believing that environmental education can pose positive change in attitude and behavior of society that in turn probably support efforts done towards sustainable development. The paper also attempt to discuss rationale of this review paper, interactions between man and environment, meaning and aims of environmental education, environmental pollution, climate change, pressure on biological diversity, desertification and drought, population growth and resource use, population growth and environment, dimensions and approaches of environmental education. Developing environmental literacy- knowledge, skill, attitude and actions on current environmental challenges particularly like climate change, loss of biodiversity, health problems and suggested solutions of these problems are need commitment to be addressed. Hence, environmentally literate citizens make informed environmentally sound decisions. Further, suitable approach of delivering environmental education, for all learners, in schools or higher institutions probably is generic form.
Extent of Implementation of and Level of Participation in the Project Carbon ...INFOGAIN PUBLICATION
In response to the call for stewardship, De La Salle Philippines launched the Project Carbon Neutral in 2009. The implementation of this program is being spearheaded by the Lasallian Institute for the Environment (LIFE) and is participated in by all Lasallian schools in the Philippines. The main objective of Project Carbon Neutral or PCN is to benchmark and assess the status of the carbon footprint of De La Salle Philippines (DLSP), the network of Lasallian educational institutions, with the goal of achieving a “green” educational network that is carbon-neutral or better. Since its implementation in 2009, there has been no baseline study conducted along these areas. The extent of implementation and the level of participation of the Lasallian family were looked into in this study. The study surveyed a total of three hundred three (300) purposively sampled members of the De La Salle Lipa community. The mitigating measures of the PCN are perceived to be often implemented and priority is often shown by the Lasallian community. The Lasallian community is perceived to have moderate levels of participation as they often show priority and have fairly supported the activities of the PCN. Geared towards combating the identified problems, this action plan and monitoring and evaluation plan were drafted and put forward.
Extent of Implementation of and Level of Participation in the Project Carbon ...INFOGAIN PUBLICATION
In response to the call for stewardship, De La Salle Philippines launched the Project Carbon Neutral in 2009. The implementation of this program is being spearheaded by the Lasallian Institute for the Environment (LIFE) and is participated in by all Lasallian schools in the Philippines. The main objective of Project Carbon Neutral or PCN is to benchmark and assess the status of the carbon footprint of De La Salle Philippines (DLSP), the network of Lasallian educational institutions, with the goal of achieving a “green” educational network that is carbon-neutral or better. Since its implementation in 2009, there has been no baseline study conducted along these areas. The extent of implementation and the level of participation of the Lasallian family were looked into in this study. The study surveyed a total of three hundred three (300) purposively sampled members of the De La Salle Lipa community. The mitigating measures of the PCN are perceived to be often implemented and priority is often shown by the Lasallian community. The Lasallian community is perceived to have moderate levels of participation as they often show priority and have fairly supported the activities of the PCN. Geared towards combating the identified problems, this action plan and monitoring and evaluation plan were drafted and put forward.
Extent of Implementation of and Level of Participation in the Project Carbon ...INFOGAIN PUBLICATION
n response to the call for stewardship, De La Salle Philippines launched the Project Carbon Neutral in 2009. The implementation of this program is being spearheaded by the Lasallian Institute for the Environment (LIFE) and is participated in by all Lasallian schools in the Philippines. The main objective of Project Carbon Neutral or PCN is to benchmark and assess the status of the carbon footprint of De La Salle Philippines (DLSP), the network of Lasallian educational institutions, with the goal of achieving a “green” educational network that is carbon-neutral or better. Since its implementation in 2009, there has been no baseline study conducted along these areas. The extent of implementation and the level of participation of the Lasallian family were looked into in this study. The study surveyed a total of three hundred three (300) purposively sampled members of the De La Salle Lipa community. The mitigating measures of the PCN are perceived to be often implemented and priority is often shown by the Lasallian community. The Lasallian community is perceived to have moderate levels of participation as they often show priority and have fairly supported the activities of the PCN. Geared towards combating the identified problems, this action plan and monitoring and evaluation plan were drafted and put forward.
Addressing The Challenges Of Climatic Change Through Environmental Education ...iosrjce
IOSR Journal of Humanities and Social Science is a double blind peer reviewed International Journal edited by International Organization of Scientific Research (IOSR).The Journal provides a common forum where all aspects of humanities and social sciences are presented. IOSR-JHSS publishes original papers, review papers, conceptual framework, analytical and simulation models, case studies, empirical research, technical notes etc.
Day 3 UNESCO Environmental Education Within the context of UNDESDelodieperrat
Workshop on Alignment & implementation of National Action programmes with the UNCCD 10-year Strategy in the Arab Region
League of Arab States (18- 20 June 2014), Dubai - UAE
UNESCO Mohamed Al-Aawah
The aim of this study is to determine the ecological literacy ability of prospective teachers at Sebelas Maret University (UNS). This research was conducted on students at the Faculty of Teacher Training and Education (FKIP) UNS Surakarta. The subjects of the study used two courses that gave the ecology course namely Biology Education Study Program and Geography Education Study Program. Subjects in both Study Programs are devoted who are already or are currently receiving ecological subjects. The number of subjects in two study programs were 98 students. Research subjects were taken by stratified random sampling technique. Qualitative descriptive technique is used to analyze each component of ecological literacy. The results showed that the average value of ecological literacy and the value of each component of the students' ecology literacy is still low. Provision of less than optimal ecology concept to be one factor that causes low ecological literacy of student.
The effect of Institutional Ownership, Sales Growth and Profitability on Tax ...AJHSSR Journal
ABSTRACT: This research aims to test, analyze and obtain empirical evidence about the influence of
institutional ownership, sales growth and profitability on tax avoidance. The object of this research is
manufacturing companies in the consumer goods industry sector listed on the Indonesia Stock Exchange (BEI)
in 2018-2022. This research used quantitative research methods and causal research design. The sampling
technique in this research used non-probability sampling with purposive sampling as the basis for determining
the sample so that a sample of 55 samples was obtained. The data used is secondary data obtained from the
official website of the Indonesia Stock Exchange (BEI) during the 2018-2022 period. The data analysis method
used was multiple linear regression analysis with several tests such as descriptive statistical tests, classical
assumption tests, and hypothesis testing using SPSS version 26 statistical software. The results showed that the
institutional ownership variable has no effect on tax avoidance, while the sales growth and profitability has a
negative and significant effect on tax avoidance.
KEYWORDS: Institutional Ownership, Sales Growth, Profitability, Tax Avoidance
MGA ESTRATEHIYA SA PAGTUTURO KAUGNAY SA PASALITANG PARTISIPASYON NG MGA MAG-A...AJHSSR Journal
ABSTRAK: Ang mga estratehiya sa pagtuturo ay mahalagang kasangkapan sa paghahatid ng mabisang
pagtuturo sa loob ng silid. Tinukoy sa pag-aaral na ito ang antas ng kagustuhan ng mga mag-aaral sa pagsasadula,
pangkatang talakayan at paggawa ng mga koneksyon sa tunay na karanasan sa buhay bilang mga estratehiya sa
pagtuturo ng panitikan sa Filipino at pasalitang partisipasyon ng mga mag-aaral sa Baitang 7 ng Misamis
University Junior High School, Ozamiz City. Ang ginamit na disenyo sa pananaliksik na ito ay deskriptivcorrelational. Ang mga datos sa pag-aaral ay nagmula sa kabuuang populasyon na 120 na mag-aaral at tatlong
mga guro na tagamasid sa pasalitang partisipasyon ng mga mag-aaral. Ang Talatanungan sa Kagamitan sa
Pagtuturo ng Panitikan at Checklist batay sa Obserbasyon sa Pasalita na Partisipasyon ay ang instrumentong
ginamit sa pagkalap ng datos. Mean, standard deviation, Analysis of Variance at Pearson Product-Moment
Correlation Coefficient ang mga ginamit na estatistiko na sangkap. Inihayag sa naging resulta na ang tatlong piling
estratehiya sa pagtuturo ng panitikan sa Filipino ay may pinakamataas na antas ng kagustuhan ng mga mag-aaral.
Ang antas ng pakilahok ng mga mag-aaral sa paggamit ng tatlong estratehiya sa pagtuturo ng panitikan ay
pinakamataas na nagpapahiwatig na aktibong nakilahok ang mga mag-aaral sa mga gawain. Inihayag din na
walang makabuluhang kaibahan sa antas ng kagustuhan ng mga mag-aaral sa mga estratehiya sa pagtuturo ng
panitikan sa Filipino. Ito ay nangahulugan na gustong-gusto ng mga mag-aaral ang pagkakaroon ng mga
estratehiya sa pagtuturo. Walang makabuluhang kaugnayan ang kagustuhan sa mga estratehiya at antas ng
pakikilahok ng mga mag-aaral. Hindi nakaapekto sa kanilang pakikilahok ang anumang estratehiyang ginamit ng
guro.
KEYWORDS : estratehiya, karanasan, pagsasadula, pagtuturo, pangkatang talakayan
The Role of the Instruction of Reading Comprehension Strategies in Enhancing ...AJHSSR Journal
ABSTRACT :Throughout my studies and teaching English in different language centers and higher studies
institutions, I have come to conclude that students consider Reading comprehension as a nightmare that
frightens them and hinders their language acquisition in the Moroccan EFL Context. This may cause them to
develop an internal psychological obstacle that grows as their lack of the necessary instruments or tools to
overcome are not equipped with. They become lost and unaware about or unfamiliar with the necessary reading
comprehension strategies that could help them to face the problem of misunderstanding or non-understanding
of English texts. Respectively, this article which is only one part of my whole study aims at showing the effect
of teaching reading strategies in enhancing the S1 students‟ familiarity with reading strategies and raising their
frequency use. A sample of 283 University students in EFL context have been chosen randomly and have
attended the usual academic reading classes, yet only 76 are subject to this survey. 38 of them constitute the
experimental group who have attended the treatment regularly in one of the language centers and the other 38
participants are chosen randomly from the whole population to constitute the Control group. They all have
Psychosocial Factors and Deviant Behaviors of Children in Conflict with the L...AJHSSR Journal
ABSTRACT:This study aims to determine the relationship between psychosocialfactors and deviant
behaviors among children in conflict with the law (CICL) inDavao Region. The researchers want to discover the
prevalent factors thatdrive these children to their behaviors. Further, the study sought to determinethe
manifestation of psychosocial factors in terms of life satisfaction, emotionalsupport, self-esteem, and personality
traits. The study's data came from N-83children in conflict with the law (CICL) at the Regional Rehabilitation
Center forYouth (RRCY) in Bago Oshiro, Davao City; all respondents are male. This studyused a total
enumeration sampling technique due to the relatively smallpopulation size. The researchers adapted the
Psychosocial surveyquestionnaires by Zabriskie & Ward (2013) and by John and Srivastava (1999)as well as the
Deviant Behavior Variety Scale (DBVS) by Sanches et al. (2016).Through the use of a validated questionnaire,
the mean and standard deviationare determined. The researchers modified this questionnaire and translated itinto
the respondents' mother tongue (Cebuano) for them to comprehend itbetter. The study discovered no significant
relationship between psychosocialfactors and deviant behaviors of children in conflict with the law (CICL) in
theDavao Region
KEYWORDS :Children in Conflict with the Law (CICL), deviant behaviors, psychosocial factors
Entropy: A Join between Science and Mind-SocietyAJHSSR Journal
ABSTRACT: Entropy is join, intersection and interaction between natural science and human mind-society.
We proposed that if internal interactions exist in isolated systems, entropy decrease will be possible for this
system. Management in system is a typical internal interaction within the isolated system. The purpose of
management is to use regulating the internal interactions within the system, and to decrease the increasing
entropy spontaneously. We propose the principle of social civilization and the developing direction is: freedom
of thought, rule of action. Both combinations should be a peaceful revision and improvement of social rules and
laws. Different countries and nations, different religions and beliefs should coexist peacefully and compete
peacefully. The evolution of human society must be coevolution. Its foundation is the evolution of the human
heart and the human nature.
KEYWORDS: entropy, science, society, management, mind, evolution.
A Model of Disaster Resilience Among Colleges and Universities: A Mixed Metho...AJHSSR Journal
ABSTRACT :This research paper aimed to create a comprehensive framework for measuring disaster
resilience in colleges and universities. The study used a mixed method through Exploratory Factor Analysis
(EFA), which involved analyzing data from a survey questionnaire. The questionnaire was developed based on
in-depth interviews with 12 selected participants from the University of Mindanao, as well as relevant literature
and studies. It was reviewed and validated by 10 experts using a method called Content Validity Ratio (CVR).
This questionnaire was then administered to 400 students from 10 different colleges in University of Mindanao.
After conducting the Exploratory Factor Analysis and performing rotations and iterations, the researchers
identified five main constructs that characterize disaster resilience among colleges (1) disaster preparedness, (2)
disaster awareness, (3) community readiness, and (4) disaster management, (5) disaster resilience. The
researchers aimed to create an organization called “Council of College Disaster Volunteers (CCDV)” which
consist of student volunteers. These factors can be used to develop effective management strategies and
strengthen efforts in preventing and managing disasters and accidents.
KEYWORDS:content validity ratio, criminology, disaster resilience, disaster management, exploratory factor
analysis, and Philippines.
Environmental Struggles and Justice Among Lumad Farmers of Davao CityAJHSSR Journal
ABSTRACT : The study described the various environmental struggles experienced among the participants
and their status in accessing justice. The study followed a qualitative multiple-case study approach; the
participants are the Lumad farmers of Marilog, Davao City selected through a Critical sampling method and
aims to present the environmental violations experienced by the Lumad farmers in Davao City and how it
affected their families and sustenance further, their status in accessing justice is also explored. The study
concluded that the most common struggles the participant experience are Illegal logging and improper waste
disposal, which affect their farms, family, health, and income. Their preferred means to accessing justice is
through barangay settlement; the rigors of accessing courts, such as distance, expenses, fear of ruling, and the
hassle of being called to be present in court, are the most prevalent barriers that hinder the lead farmers from
accessing justice or seeking legal action. Nevertheless, the participants believed that the government would help
them in accessing justice.
KEYWORDS :access to justice, criminology,environmental justice, environmental struggles, lumadfarmers
CYBERBULLYING EXPERIENCES OF UNIVERSITY OF MINDANAO CRIMINOLOGY STUDENTSAJHSSR Journal
ABSTRACT:This paper explores the cyberbullying experiences among Criminology students at the
University of Mindanao. A simple random sampling method was used to distribute the study's online
questionnaire to the respondents and to survey the target population. This study has four hundred (400)
respondents, and the respondents are Criminology students at the University of Mindanao. The findings of this
study revealed that the level of cyberbullying experiences is sometimes manifested. On the other hand, the
cyberbullying experiences of the students indicate a moderate level, which indicates that the cyberbullying
experiences of the respondents are sometimes manifested. Also, the computations showed that among the
indicators presented, the highest mean is obtained in the psychological effect, which implies that there is a
significant effect of cyberbullying experiences of the respondents in terms of the Gender level of the
respondents. Therefore, respondents with a low level of cyberbullying experiences tend to have a moderate level
of cyberbullying experience. However, there is no significant effect in terms of age and year level of the
respondents according to the results regarding the psychological, emotional, and physical impact of
cyberbullying.
KEYWORDS :cyberbullying, emotional, experiences, psychological,physical effect, and simple random
sampling method.
A philosophical ontogenetic standpoint on superego role in human mind formationAJHSSR Journal
ABSTRACT: One of the most significant contributions of psychoanalysis to understand the human being is the
elaboration of a model about the mind from a topical and dynamic perspective. Freud explains the mind by the
constitution of the preconscious, conscious, and subconscious. Later, by three dynamic components: the id, the
ego and the superego. Such an organization of the psychic apparatus supposes not only individual elements, but
social influences along the process of hominization. In this paper, we recover the findings of the renowned
anthropologist Lewis Morgan, trying to link some of them to the psychoanalytic theory. Especially highlighting
the importance of superego in Haidt’s social intuitionism.
Keywords: evolutionism, intuitionism, psychoanalysis, Freud, Haidt, Morgan
Improving Workplace Safety Performance in Malaysian SMEs: The Role of Safety ...AJHSSR Journal
ABSTRACT: In the Malaysian context, small and medium enterprises (SMEs) experience a significant
burden of workplace accidents. A consensus among scholars attributes a substantial portion of these incidents to
human factors, particularly unsafe behaviors. This study, conducted in Malaysia's northern region, specifically
targeted Safety and Health/Human Resource professionals within the manufacturing sector of SMEs. We
gathered a robust dataset comprising 107 responses through a meticulously designed self-administered
questionnaire. Employing advanced partial least squares-structural equation modeling (PLS-SEM) techniques
with SmartPLS 3.2.9, we rigorously analyzed the data to scrutinize the intricate relationship between safety
behavior and safety performance. The research findings unequivocally underscore the palpable and
consequential impact of safety behavior variables, namely safety compliance and safety participation, on
improving safety performance indicators such as accidents, injuries, and property damages. These results
strongly validate research hypotheses. Consequently, this study highlights the pivotal significance of cultivating
safety behavior among employees, particularly in resource-constrained SME settings, as an essential step toward
enhancing workplace safety performance.
KEYWORDS :Safety compliance, safety participation, safety performance, SME
Psychological Empowerment and Empathy as Correlates of ForgivenessAJHSSR Journal
ABSTRACT: The study explores Psychological Empowerment and Empathy as Correlates of Forgiveness.
The two variables are regarded to have influence on the decision one makes to forgive another. The study aimed
at examining the relationships between psychological empowerment and forgiveness, empathy and forgiveness
and to identify which one of the two,Psychological Empowerment or Empathy, is the more powerful predictor of
forgiveness. The study took a survey design with a sample of 350 drawn from a population of university students
using a self-administered questionnaire with four sections: Personal information, Psychological empowerment
scale, Toronto Empathy questionnaire, and the Heartland Forgiveness Scale (HFS). Data analysis employed
Pearson’s product moment correlation and regression analysis to test hypotheses. The results show significant
relationships between psychological empowerment and forgiveness as well as empathy and forgiveness.
Empathy was found to be the more powerful predictor of forgiveness.
KEY WORDS: Psychological empowerment, empathy, forgiveness
Exploring The Dimensions and Dynamics of Felt Obligation: A Bibliometric Anal...AJHSSR Journal
ABSTARCT: This study presents, to our knowledge, the first bibliometric analysis focusing on the concept of
"felt obligation," examining 120 articles published between 1986 and 2024. The aim of the study is to deepen our
understanding of the existing knowledge in the field of "felt obligation" and to provide guidance for further
research. The analysis is centered around the authors, countries, institutions, and keywords of the articles. The
findings highlight prominent researchers in this field, leading universities, and influential journals. Particularly,
it is identified that China plays a leading role in "felt obligation" research. The analysis of keywords emphasizes
the thematic focuses of these studies and provides a roadmap for future research. Finally, various
recommendations are presented to deepen the knowledge in this area and promote applied research. This study
serves as a foundation to expand and advance the understanding of "felt obligation" in the field.
KEYWORDS: Felt Obligation, Bibliometric Analysis, Research Trends
Les autorités traditionnelles et l’administration coloniale au Tchad : 1900-1960AJHSSR Journal
ABSTRACT : In Africa, traditionalauthorities are the guardians of tradition. Recently, however, they have
been caughtbetween tradition and modernity in the exercise of political power in Chad. However, we are
witnessing the revival of chieftaincy and the hybridization of the politicalpowersexercisedwithinit. In this
cohabitation of powers, traditionalauthorityisescapingitsrole as guardian of tradition.
Traditionalauthorityisthereforepresented in itscurrent state, as a proxy for the modern state in traditional
administrative districts. The aim of thisstudyis to analyze the mutations and adaptability of
traditionalauthorityfrom the pre-colonialperiodthrough the colonial period to the post-colonial period. This
workanalyzes the mutations of authorities. The data collected and processedrevealthattraditionalauthorities have
survivedalmosteverywhere, the former chiefdomsdissolvedduringcolonization have been restored by
republicanheads of state, while more and more frequently civil servants, businessmen, academics and
othermembers of the literateelite, whopreviouslyhad no attraction for the position of traditionalchief, are
beingenthroned.
Key words:Authorities, Administration, colonization, Chad, Kanem.
A Conceptual Analysis of Correlates of Domestic Violence and Adolescent Risky...AJHSSR Journal
ABSTRACT: The study explores domestic violence and how it influences adolescent risky behavior.
Domestic violence is a devastating social problem resulting in significant and enduring effects on children,
threatening both their health and emotional well-being. The study aimed at examining the relationships between
domestic Violence and Psychological Empowerment, Domestic Violence and Self-esteem, psychological
Empowerment and Self-Regulation, Self Esteem and Psychological empowerment, Self-Esteem and Selfregulation, Self-Regulation and Adolescent Risky Behavior and identify the stronger predictor of self-regulation
between psychological empowerment and Self-esteem. Adolescent respondents who experienced domestic
violence were purposely selected and guided by teachers and administrators who had provided support to these
children.The questionnaire had six sections namely; personal information, the Child Exposure to Domestic
Violence Scale, the Psychological empowerment scale, the Rosenberg Self-esteem Inventory, and the Brief
Self-Control Scale. Data analysis employed Pearson's product-moment correlation (r) to test hypotheses 1,
2,3,4,5, and 6. Regression analysis was used for hypothesis 7.The results show a significant relationship
between domestic Violence and Psychological Empowerment, Domestic Violence and Self-esteem,
psychological Empowerment and Self-Regulation, Self Esteem and Psychological empowerment, Self-Esteem
and Self-regulation, Self-Regulation, and Adolescent Risky Behavior. The study documents that Psychological
empowerment is a stronger predictor of self-regulation than Self-esteem.
KEYWORDS:Domestic violence, psychological empowerment, self-regulation, and Adolescent risky behavior
Driving Sustainable Competitive Advantage Through an Innovative Aggregator Bu...AJHSSR Journal
ABSTRACT : The aim of the research is to analyze the influence of the aggregation business model on
Sustainable Competitive Advantage (SCA). Through a survey of 216 MSMEs in the creative economy sector
selected randomly using an ex post facto causal research approach, an overview of the aggregator business
model and its impact on financial resources and SCA was obtained. The aggregator business model plays a role
in facilitating increased access to financial resources to meet both available and required working capital for
realizing SCA in Malang's Lokanima area. The strength of ABM lies in understanding the resources needed for
SCA and the effectiveness of mobilizing services while considering the most cost-effective options, including
providing various alternatives in their provision. Financial resources are an important factor supporting the
achievement of SCA. Access to financial resources is key to facilitating business growth and sustainability.
Theoretical implications: The concept of the aggregator business model emphasizes the efficient and effective
collection, aggregation, and distribution of resources in connecting service providers with consumers in an
economical and efficient manner. Practical implications: ABM can enhance the performance of financial
resource provision by optimizing relationships with MSMEs and financial institutions, leading to business
growth and sustainability for MSMEs.
KEYWORDS -Aggregator Business, Creative Economy, Financial Resources, Sustainable Competitive
Advantage
Accuracy of ChatGPT for Basic Values of Trigonometric FunctionsAJHSSR Journal
ABSTRACT : This study analyzes the accuracy of ChatGPT, an artificial intelligence model based on GPT3.5, in determining the values of basic trigonometric functions. To this end, we examine ChatGPT's responses to
sine, cosine, tangent, and cotangent values for a wide range of angles. We compare the results provided by
ChatGPT with the accuracy values determined by basic trigonometry. We also explore differences in accuracy
depending on changes in question complexity and given context. The results show a high level of accuracy of
ChatGPT in determining the values of trigonometric functions, especially for common angles. However, it is
noted that accuracy may be affected in certain cases of extreme angles or complex questions. This analysis
provides an important representation of ChatGPT's capabilities in the field of mathematics, using a new method
for testing the accuracy of artificial intelligence models in determining trigonometric values.
Keywords -Accuracy, AI Model, ChatGPT, Trigonometric Functions, Trigonometry
Postmodern Marketing and Its Impact on Traditional Marketing Approaches: Is K...AJHSSR Journal
ABSTRACT : The essay discusses the concept of postmodern marketing and its impact on marketing theory
and practice. It explores the characteristics of postmodernism, including openness, tolerance, hyper-reality,
fragmentation, and the lack of clear boundaries, and how they challenge traditional marketing approaches. The
paper also looks at the contributions of postmodern marketing to consumer and marketing research and how it
has redefined the way we think about marketing as a science. Ultimately, it raises the question of whether and
how marketing should adapt itself to the new conditions brought about by postmodernism.
KEYWORDS :Postmodernism, Postmodern Marketing, Kotler, Marketing Theory, Postmodern Consumer
Reorientation of Health Service Governance Toward the Fulfillment of Social J...AJHSSR Journal
ABSTRACT: Health insurance is a human right. At the practical level, this health insurance program in
Indonesia is organized by BPJS Kesehatan (Social Security Administering Body for Health). The
implementation of BPJS Kesehatan is still not optimal and effective. Three problems are discussed in this
writing: the dynamics of health insurance governance in Indonesia, the implementation of the fulfillment of the
right to health by BPJS Kesehatan, and the reorientation of BPJS Kesehatan services toward social justice.
These problems are then answered by scientific research methods using a sociological juridical approach.
Complaintsoften occur regarding the regulations, the services provided by the health facility providers, and the
distance between the community and the health facilities. Such complaints affect the public interest in becoming
BPJS Kesehatan participants. The aforementioned conditions must be considered and evaluated for the
government's success in the aspired national health insurance plan.
KEYWORDS -BPJS Kesehatan, Health Insurance, Social Justice
“To be integrated is to feel secure, to feel connected.” The views and experi...AJHSSR Journal
ABSTRACT: Although a significant amount of literature exists on Morocco's migration policies and their
successes and failures since their implementation in 2014, there is limited research on the integration of subSaharan African children into schools. This paperis part of a Ph.D. research project that aims to fill this gap. It
reports the main findings of a study conducted with migrant children enrolled in two public schools in Rabat,
Morocco, exploring how integration is defined by the children themselves and identifying the obstacles that they
have encountered thus far. The following paper uses an inductive approach and primarily focuses on the
relationships of children with their teachers and peers as a key aspect of integration for students with a migration
background. The study has led to several crucial findings. It emphasizes the significance of speaking Colloquial
Moroccan Arabic (Darija) and being part of a community for effective integration. Moreover, it reveals that the
use of Modern Standard Arabic as the language of instruction in schools is a source of frustration for students,
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Challenges teachers face in the integration of Environmental Education into the South African curriculum
1. American Journal of Humanities and Social Sciences Research (AJHSSR) 2019
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American Journal of Humanities and Social Sciences Research (AJHSSR)
e-ISSN :2378-703X
Volume-03, Issue-10, pp-157-166
www.ajhssr.com
Research Paper Open Access
Challenges teachers face in the integration of Environmental
Education into the South African curriculum
1
Damoah Benjamin , 2
Prof E.O.Adu
1. Faculty of Education, University of Fort Hare, South Africa.
2. Faculty of Education, University of Fort Hare, South Africa.
Corresponding author: Damoah Benjamin
ABSTRACT: This study focuses on the integration of environmental education into other subjects in the
school curriculum. The study critically examine challenges faced by various subject teachers in the process of
teaching environmental education as an integrated component in their subject areas. The role of teachers in the
implementation of environmental education in developing an environmentally literate citizenry is of great
significance. It was recommended among others that, the government should develop curriculum with clear
goals and content with specific guideline which shall develop teachers’ capacity in the teaching of
environmental education. Successful implementation of any educational policy, largely depends on teacher’s
competencies. Therefore all necessary steps should be taken to address challenges confronting teachers in the
implementation of EE as an integrated component.
KEY TERMS: Environmental education, integration, curriculum
I. INTRODUCTION
There are over one billion people starving to death as a result of over 1.2 billion hectares of land severely
degraded by human activities (O'Riordan, 1995). This has necessitated the call for an integrated approach in the
teaching of environmental education (EE) in the school curriculum to prepare people to be more competent and
well sought-after to deal with environmental issues. According to Adu (2014), EE has shifted from engaging
learners outside the classroom to learning about their immediate environs.EE has taken centre-stage in global
intergovernmental conferences from the 1970s, as the world seeks alternative ways of addressing further
environmental degradation. The first major international environmental conference from the 1960s to 1970s was
the 1972, Stockholm Convention, coupled with the first UN Environmental Agency, United Nations
Environment Programme (UNEP) established in 1973 (Barrow, 2005).
In the United Nations Conference held in Stockholm (1972), where the world’s rich and poor nations came
together to discuss matters of environmental concern.It was proposed that UNESCO and other environmental
agencies take considerable measures in ensuring that EE is adopted and integrated across-curricular, globally
(UNESCO, 1972).
Quality teaching and learning of environmental education through a formal education curriculum is one of the
main responses to the deteriorating state of the global environment. According to McDonald (2004),the advent
of constitutional rule in the South African political arena has brought about new direction in dealing with
environmental concerns. Agreeing with Adu (2015), education plays important role in ensuring sustainable
development.
According to the Council for Scientific and Industrial Research (2004), Section 24 of the Constitution of the
Republic of South Africa (RSA, 1996) legally mandates the government to ensure that people in South Africa
are not harmed by the environment and the environment is protected against abuse. The CSIR (2004) document
implies that government and other stakeholders are to initiate and implement measures to preserve and protect
the Environment from further degradation. Based on the backdrop of this Constitutional requirement as
enshrined in Section 24 of 1996, South African Constitution, Environmental Education (EE) has been
incorporated in all disciplines of the entire school curriculum both GET and FET phase of South African
Education system.
South Africa, as a signatory to United Nations (UNESCO, UNEP and UNCED) international conferences, has
responded to the global call and declarations by incorporating EE into the school-based curriculum at all phases.
South African environmental policies and White paper on Environmental and Development (1995) support the
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incorporation of environmental education into the school curriculum. Prior to 1994, the burden of protecting and
preserving the environment rested on the shoulders of conservation bodies and non-governmental organisations,
thus neglecting the formal education system (Loubser, 2005).
Implementing the Tbilisi Declaration (1977) and the Rio De Janeiro Agenda 21, the government of the Republic
of South Africa has taken conscious efforts to integrate EE themes across curricular in the education system.
The White Paper on Education and Teaching (1995) stipulated that an interdisciplinary approach should be
adopted. Environmental education should be incorporated into learning areas at all levels of formal education
system and training to create environmentally literate and responsible citizens who shall conserve and protect
scarce natural resources.
This, premised on the Constitution of the Republic of South Africa (1996), entrenched an Environmental content
in the Bill of Rights Section 24. This states that every citizen has the right to an environment that is not harmful
to their health or well-being and the environment should have protected for the benefit of present and future
generations, through reasonable legislations and other measures.
In addition to the process of EE integration, the post-apartheid government showed preparedness to safeguard
the environment by the initiation of a Green Paper on the environment (1996), which received the green light in
2001.The Green Paper urged the government to create awareness of environmental issues through the
integration EE into the formal education system. UNESCO (2006) was emphatic that governments, curriculum
developers and teachers have a crucial role in setting up activities and programmes that find solutions to the
unending global environmental problems the world is facing today.
According to Galloway (2004), in any democratic dispensation, the quality of education is of utmost
importance.The newly revised Curriculum and Assessment Policy Statement (2011), which came into effect in
January 2012, is sensitive to environmental issues. The CAPS (2011), document emphasizes the need for EE
integration across curricular in raising responsible citizens who shall be equipped with relevant EE knowledge,
skills and attitudes to deal with emerging environmental issues.
According to Barrow (2009), environmental issues affect everyone, and its integration in the school curriculum
cannot be downplayed. The new curriculum seeks to improve the quality of life of the citizenry through
sustainability of the environment and its ecosystem. This can only be achieved through the integration of EE
across the curriculum. However this noble idea has being confronted with series of challenges in its
implementation.
In view with this goodwill, the South African education system recognizes EE as an important component of the
entire school curriculum and not as a stand-alone subject. The role of every teacher, within the spirit of the
CAPS document, is to arouse the interest of learners in environmental issues through the integration of EE
themes into their respective subjects. This study, therefore, focused on challenges teachers’ face in teaching of
environmental education as an integrated component into their subject areas of speciality.
II. RESEARCH OBJECTIVES
In an era of global call for action against environmental degradation and the integration of EE in the school
curriculum, it is imperative to know the extent at which EE had been integrated into FET subjects. Hence, the
objective of this study is to find out challenges confronting the implementation of EE integration in the school
curriculum.
III. RESEARCH QUESTION
What challenges do teachers face in the integration of EE into other subjects in the curriculum?
IV. Literature Review
The research study is supported by national and international literatures based on environmental education and
integration of environmental education as a component in the school curriculum, and policy documents.
4.1Theoretical framework
The theoretical framework of the study is based on Opportunity to Learn (OTL). The concept of OTL was
formulated by international Association of Achievements (McDonnell, 1995).OTL is multiplicity of factors that
create the conditions for teaching and learning, such as curricula, learning materials, facilities, teachers and
instructional experiences.
In this study, the researcher examined variables like challenges faced by teachers regarding the integration of EE
in the FET curriculum. In addition, the study explored how subject teachers of Life Sciences, Physical Sciences,
Mathematics and languages incorporate EE into their subject areas to achieve the anticipated outcomes
prescribed by the national policy (DOE, 2011).
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4.2 Environmental Education as integrated Component of the School Curriculum
According to Palmer (1998), EE in the school curriculum can be defined as total experience, skills, values,
attitude and knowledge required to raise learners who are environmentally literate to make decisions, solve
problems and initiate measures towards the conservation of the environment.
The integrated approach is one of the ways of incorporating EE content areas into all school subjects across
curricular. Jackson (2010) and Klein (2011) recognise the integrated approach as a multidisciplinary approach,
where EE content takes centre stage of other subjects. Other schools of thought also classified it as a whole
school approach to EE.
The idea of integration, in this context, denotes the fusion of EE themes into content areas of other subjects in
the school curriculum. According to Drake (2014), the common approach to include EE in the school
curriculum is the integrated approach. This approach is recommended by many stakeholders because various
environmental issues can be addressed across others subject in the school curriculum.
To address environmental issues, there is a need for collective effort and action. It is, therefore, imperative to
have EE integrated into all school subjects; hence, the integrated approach, sometimes referred to as whole
school approach. It is further argued that, environmental issues should be addressed holistically through an
interdisciplinary context in order not to leave any child behind (Kimaryo, 2011).
According to Kimaryo (2011), the notion behind EE integration is to draw inspiration from different subject
areas, which facilitates the exchange of ideas from different subjects and teachers. This is supported by Palmer’s
(1998) argument that, the implementation of EE through the integrated approach shall close the gap in the
system between rhetoric and practicality of environmental issues and EE.
Rusinko (2010) argued that the integrated approach is an effective approach to incorporate EE into school
subjects. However, it requires a lot of time, resources and teachers’ experiences. Kimaryo (2011) affirmed that,
the Tanzanian education system has effectively integrated EE into all primary school subjects. The author added
that EE is taught in all subjects to equip learners with the necessary skills and attitude towards the environment.
Apart from the inclusion of EE in other subjects, EE has also taken centre stage in in extra-curricular activities,
which include cleaning of school premises, management of school gardens, planting of trees and recycling of
waste. The extra-curricular activities further heighten the understanding of environmental issues and changes the
misconceptions learners have toward the environment (Kimaryo, 2011). Many countries, globally, have joined
hands together in dealing with environmental issues.
According to Ofwono-Orechoet al.(1998), Adebayo and Olawepo (1997), Hua (2004), Finnish National Board
of Education (2004) ,Flaws and Meredith (2007), Uganda, Nigeria, China, New Zealand and Finland have
adopted the integrated approach to EE. The integrative approach calls for the incorporation of environmental
themes across-curricular. All the afore-mentioned countries seek to educate the populace on environmental
issues through a formal education system. In raising responsible citizenship, the curriculum intents to create
environmental awareness among learners and instil the notion of conservation of the environment from further
degradation. In certain countries, EE is fully integrated into learning areas such Geography, Biology, Social
Studies, Natural Sciences and Physical Sciences in the school curriculum (Jeronen & Jeronen, 2008).
Abid and Holt (2003) indicated that EE is critical for promoting sustainable development to create
environmentally literate citizenry and equally equip people to address environmental issues confronting
societies which include, poverty, degradation, water and air pollution. These problems endanger human life
(European Commission, 2013). Therefore, the sustainability of the environment and its ecosystems largely
depends on effective teaching and learning through a formal education system that gives equal opportunities to
all learners to acquire moderate EE knowledge.
4.3 Challenges teachers face in the implementation of EE integration.
Integrating EE into other subjects creates several challenges and limitations in the entire school curriculum
(Palmer, 1998).It takes time to implement new ideas and policies (Clark Jr, 2011). Clark Jr, and Mokhele
(2011) noted that there are many hindrances in the implementation of EE integration. Mokhele (2011)
conducted a study in two different schools in Mpumalanga province. The case study focused on two primary
school teachers on integration of EE into respective teaching subjects. The findings of the study revealed that;
teacher’s level of competence is vital. The researcher explored teachers’ basic knowledge on how integration of
EE is implemented in the classroom setup at different schools. It was revealed that there is total lack of support
from provincial and district education offices in building competent teachers who can integrate EE into their
teaching.
Mokhele (2011) further argued that, Mpumalanga schools have implemented the national environmental
education policy, like other eight provinces in South Africa. This policy urges all schools in South Africa to
integrate EE into all subject areas at all levels of education. The national policy document does not define a
specific time allocation for EE to be taught, and the curriculum does not recognise EE as a stand-alone subject
but rather as an integrated component in the curriculum. The study revealed that EE implementation is clearly
marginalised in the classroom. Teachers focus much on their subject content instead of striking a balance of
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integrating EE themes in the content. Another setback in the implementation of EE is lack of formal policy
guidelines to assess the teaching of EE as an integrated theme.
Mokhele (2011) indicated that curriculum implementation is compulsory for all public schools in South Africa,
and many teachers have different perceptions regarding implementation as an integrated component. Mokhele
argued that, most teachers in government schools lack ideas towards successful implementation of the
curriculum because they are not trained on integrating EE into their instructional hours. It was discovered that
although there is well-defined national policy on EE integration, the two schools implement the same policy
differently due to lack of understanding of the policy. The study concluded that there was no EE integration, as
trumpeted by national policy makers, because teachers only concentrate on the content-base of their respective
subjects instead of incorporating EE themes in their lesson delivery. A major factor that affects the success of
EE integration is the teacher’s inability to incorporate EE into the curriculum logically (Hart &Oonyo, 2003).
V. Methodology
5.1Research Design
The research employed phenomenological qualitative methods. The study further adopted interpretivism
paradigm. The researcher seeks the understanding of respondents’ lived experiences. Interpretivist paradigm
help to analyse systematically and objectively the direct experience of teachers teaching various subjects at the
high school level. Data was collected through semi- structured interviews. In order to answer the research
questions, the study used interview guide approach.
5.2 Sample and Sampling Techniques
The study sampled 6 teachers teaching different subjects in one Secondary School in the East London Education
District. In this qualitative interpretative research study, respondents were purposively selected.
5.3 Data Analysis
The data for this qualitative study was collected through in-depth interviews. Inductive analysis style was
adopted to analyse the data. This is a process through which researchers create meaning out of data collected
through specific guidelines.
V. PRESENTATION OF RESULTS
The respondents in this study were six teachers in the FET phase in one high school at Mdantsane Township.
Throughout the interview process, field notes were taken by the researcher, and a tape recorder was used to
record the responses of respondents. The researcher used a tape recorder to verify, edit and analyse the
responses of respondents at the later stage of the study.The tape-recorded data was then transcribed into written
text.
Most respondents interviewed in this study indicated that they teach EE in their respective subjects. They
disclosed that, although idea of teaching EE as an integrated component is commendable, they are not
integrating EE properly into their subjects, as prescribed by the CAPS document. Several factors impede the
effectiveness of their work. These challenges include curriculum, teaching and learning factors and teacher-
related issues. All factors hindering EE integration are illustrated diagrammatically below, and each factor is
discussed in detail.
Figure 6.1: Challenges facing teachers in teaching EE as an integrated component adapted from (Kimaryo, 2011)
Challenges in teaching of EE
Curriculum
problems
Teacher related
problems
Teaching and
learning factors
Unclear
Syllabus
Lack of collegial
& administrative
Support
Lack of
Expertise
Lack of
Teaching &
Learning material
Large
class
Size
size
Period
allocated
time
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6.1 Curriculum Challenges
In this category, respondents indicated that the present curriculum is one of the factors affecting the
implementation of EE. Their argument was based on the uncertainties and the unclear nature of the current
CAPS document, subject syllabus and time allocation to each period.
All the respondentsadmitted that there is no clear interpretation on what needs to be integrated and how it should
be integrated into the subject content. In fact, there is no policy guideline that suggests how EE should be
integrated into subjects. This is a major issue threatening the teaching of EE in other subjects. What needs to be
taught as an integrated component is not defined in detail by the syllabus.
The approach adopted by the CAPS document to incorporate EE into the curriculum is the integrated approach.
In this approach, EE content or themes are incorporated into content areas of other traditional subjects like
Mathematics, Languages and Economics etc., specifically at the FET phase of the South African curriculum
(DOE, 2011). The syllabus of any subject serves as a guideline for a teacher. It directs and limits what need to
be taught in a specific chapter. The concepts of each topic or chapter are clearly stated and defined for subject
teachers follow.
With the emergence of EE as an integrated component into other traditional subjects, teaching of EE has now
become a collective responsibility for all teachers, irrespective of their subject area of specialisation. The
intention behind the introduction of EE as an integrated component is highly commended. However, in practice,
subject teachers at the FET phase struggle to implement the idea of integration into their subject content. The
integrated component is not specified in the syllabus. This hinders the advancement and the implementation of
EE. Most respondents concluded that, they do not know of any environmental content to integrate into their
subjects. These are some the verbatim excerpts from the interview:
“I have been teaching Mathematics for years, but I have a serious challenge on how to integrate EE
content into my topic. I have taken my time to peruse the syllabus entirely and there is nothing in the
syllabus that specifies the integration of EE content. I am willing to teach it but I don’t know to go
about it as a teacher and am being honest and sincere” (Respondent, 2).
“I have difficulty in trying to integrate EE content into my subject. I have taught English language for
years on passages for comprehension with environmental content. Unfortunately, the syllabus does not
spell out what I need to stress on in my teaching, the idea of integration is fantastic but in practice is
dead on arrival. I personally do not know what skills to develop whether comprehension skills or
environmental content. There is no policy guideline on how to go about EE integration; to me it is very
stressful” (Respondent, 1).
All respondents in this study shared similar concerns. There is prescribed and defined syllabus that gives clear
guidelines on what to teach and a specific skill that ought to be developed. However, with the inclusion of EE
into all subjects, there is no direction on how it should be done. These frustrations exhibited by respondents
have an adverse effect on the teaching and implementation of EE as an integrated component into other subjects.
Respondents admitted that they have not received any training from the district office or from Education
Development Officers (EDO) or from any subject advisers. Therefore, they do not know what to teach with
regards to EE integration into their subjects, and the idea of EE integration into other subjects still remains a
mirage.
6.2 Period allocated time
Teachers are focused on the content areas that are examinable and produce results. Therefore, teachers have less
time to search for ways to integrate EE into their content area. Respondents believe that the time to teach the
core content is limited and they have limited time to think of integrating EE content into their subjects. Grade
12 assessment instructions for each year only give attention to content areas that are examinable, and nothing
about EE integration. The Assessment Instruction is what guides teachers on what to do, what to teach and what
to assess at a given period. Therefore, with the limited time, teachers are more focused on topics that are
examinable as prescribed in the assessment instruction. There is no time to waste on teaching topics that are
non-examinable. For teachers to integrate EE effectively, more time have to be allocated to each subject. A
respondent had this to say:
“I don’t mind teaching EE in my subject, if it is clearly specified in the Syllabus, besides syllabus issue,
I have less allocated period on the timetable and more content areas to finish within a limited time,
without finishing the syllabus my learners are bound to fail their matric exams. Hmmm… there is too
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much pressure on those of us teaching Grade 12 classes. We concentrate only what is written in the
assessment instruction. I do not have enough time to look for information on how to integrate EE, it is
hectic “.
6.3Teaching and learning related factors
Respondents said one of the challenges hindering the integration of EE is teaching and learning. To ensure
effective teaching and learning in the classroom, there are many factors that come into play. These factors
include proper classroom management and provision of teaching and learning materials. Respondents were
concerned with overcrowded classrooms in township schools and lack of teaching and learning materials.
Lessons can be well-taught only when there is coherence and order in the classroom setting. Overcrowded
classrooms make the class noisy and do not support effective lesson delivery.
Large class size
Respondents highlight that large class size is a major problem that hinders EE integration. In teaching EE as an
integrated component, respondents need to adopt a participatory approach of teaching. However, with a class of
65 learners, it is extremely difficult to teach, even if EE is clearly specified in the syllabus.Respondents admitted
that overcrowded classes hinder effective teaching and learning. They struggle to manage their classrooms with
big numbers, and it is very difficult to assess their work to get positive feedback. This factor makes it difficult
for teachers even to think about ways to integrate EE into their content areas.
Environmental learning sometimes involves taking learners to do practical work, but with such big class
numbers, it is impossible to do so. Through observation, the researcher saw that most learners had no spaces to
sit during English period in Grade 12. Most students were sitting on broken chairs and others stood at the
corners of the classroom. Effective teaching and learning goes with effective classroom planning, which
includes learners comfort. A respondent had this to say:
“My major concern as teacher is the overcrowded classrooms. There is too much noise in the
classroom and it is very difficult to control learners due to the large size of classes. Even if we intend to
integrate EE into our subject content, I don’t know how effective it may be” (Respondent, 6).
From the above statement, it can be concluded that overcrowded classes hinder progress of teaching and
learning, and this could affect the implementation of EE as an integrated component.
6.4 Lack of teaching and learning resources
Respondents revealed that there is lack of teaching and learning resources, and this hinders the effectiveness of
their lesson delivery. Most respondents confirmed that their lesson delivery is mostly abstract in nature due to
lack of teaching and learning materials. This is a major challenge in teaching and learning. A respondent said:
“Even if we intend to teach EE, we have no teaching and learning materials. It shall be unwise to teach
environmental related topics in abstract. There is lack of materials and funding to buy them ourselves”
(Respondent, 5).
Further interaction with respondents revealed that even with traditional subjects like Life Sciences, Physical
Sciences, teachers do not have the relevant teaching and learning material to do the practical component of the
subject, as prescribed by the curriculum. Mostly, their teaching is purely based on the theoretical aspect, thus
neglecting the practical aspect. There is no scientific laboratory in the school where the study took place, and
learners study sciences just like History, memorising scientific terms without knowing the practical aspect of the
subject. Even though respondents are willing to integrate EE into their subjects, lack of teaching and learning
resources remain a serious academic challenge.
Most learners, as observed by the researcher on the field of study, have textbooks shared among learners.
Respondents struggle to give homework to learners due to lack of study material. How would teachers manage
to explain concepts in textbooks to learners sharing one textbook?
This is a major challenge that affects teaching and learning from all angles, including incorporating of EE into
other subjects. Another respondent indicated that,
“We have no teaching and learning materials; the worse of it all is that, there is no provision of funds
to buy teaching and learning materials either and this is very critical issue affecting effective teaching
and learning” (Respondent, 2).
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Respondents added that there is shortage of textbooks, teacher’s guide and other relevant teaching and learning
materials. With the introduction of EE as an integrated component into other subjects, there should be provision
of relevant teaching guides and other teaching materials to assist teachers to teach EE effectively. Some teachers
are willing to volunteer their time to buy these teaching and learning materials. However, there is no funding
allocation for teaching and materials. Teaching of EE is not entirely an indoor subject; there is a need to take
these learners on field trips for them to have a practical experience on issues pertaining to the environment.
6.5 Teacher-related factors
One of the challenges hindering the implementation EE integration into other subjects is the teacher related
factor. The success of EE integration largely depends on the teacher’s involvement. The teacher is the heart of
the system, and whatever affects the teacher directly affects the entire school curriculum. The CAPS document
prescribes EE integration into all subjects, which makes the teaching of EE a collective responsibility. The main
actors of EE integration implementation are themselves a constraint to the success of the integration.
From the interview conducted, it was discovered that most respondents lack the ability and the competence to
teach EE as an integrated component. Most of them lack basic knowledge about the environment, so their ability
to teach EE is questionable. It was revealed during the interview that, most teachers were not fully informed
about the CAPS document and its content. Therefore, teachers are incapable of integrating EE content into their
respective subjects, as per their interview responses. Most respondents could not even define EE; therefore, how
could they devise appropriate teaching methodology to implement EE integration into their subjects?
The CAPS document indirectly urges teacher to be more innovative in thinking about ways to teach EE in their
subjects. The syllabus of each subject, especially non-sciences related subjects, does not specify where, when
and how to integrate EE into the content of their subject. There is no policy guideline to assist teachers in lesson
planning. Therefore, the curriculum requires innovative thinkers, people with the ability to think outside the box
to find their own means to integrate EE into other subject. Based on the interviews, it was revealed that most
respondents were not willing to do anything that is not prescribed by their subject syllabus. With such a
stereotype mind set, the idea of EE integration is only possible on the face of the CAPS document, but its
practical implementation remain a serious challenge. In analysing the interview responses, the researcher
discovered that lack of expertise and administrative support hinder the implementation of EE.
Lack of expertise by teachers
As explained above, most respondents do not understand the basic concepts of EE. Respondents indicated that,
for them to teach EE effectively as prescribed in the curriculum, they need to master the content of EE and be
more knowledgeable about what to teach. This may boost their confidence in teaching EE as an integrated
component into other subjects.
According to respondents, since the inception of the CAPS document in 2011, they have not received any
formal training on how to integrate EE into their respective subjects. There has being no training material or
assessment instruction guidelines on what to teach and the extent to which EE should be integrated. As a result,
most respondents see EE integration as a punishment from the Department of Education and it remains a huge
challenge because they lack the expert knowledge to implement EE into their subjects. A respondent indicated
that,
“The problem I have with the integration of EE into my content is that I do not have the expert
and tactical way of strategizing on how to teach EE. I have little knowledge about EE and it is
extremely difficult to blend EE content in my subject because as a teacher, I am not fully privy
to environmental issues, therefore, what am I going to teach in the classroom? (Respondent,
6).
Another respondent added that,
“I did not study EE at school. I have no idea about the methodologies used to teach EE into my subject
content. Therefore, teaching, EE is a major challenge on my side” (Respondent, 3).
According to respondents, they face serious setbacks in the implementation of EE with insufficient knowledge
of EE. Therefore, most of them are incapable of teaching the EE as an integrated component. The situation
could be improved with administrative support discussed next.
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6.6 Lack of Administration Support
Most respondents complain about lack of support as another challenge that impedes the implementation of EE.
As indicated above, there is no clarity on how EE should be integrated into other subjects. To ensure effective
teaching and learning of EE, teachers were supposed to be trained since the inception of the CAPS document.
Eight years down the line, not a single workshop or training has being done by the departmental officials or
schools. Teachers admitted that there is lack of support even from colleagues. The main concern is that all
teachers are clueless on how to implement EE integration into their subjects.
A respondent indicated that,
“One of the challenges I have with regards to EE implementation is lack of support from the district
office, school administration and colleague teacher, most of my colleagues have no clue on how to
integrate EE and it’s unfortunate I cannot get support from anyone”(Respondent, 4).
Teachers are expected to help one another whenever a colleague needs an explanation or interpretation on
certain topics or concepts. In this case, teachers are not able to do so because they do not have sufficient
information on EE implementation, and the school has no support to offer to teachers to integrate EE effectively.
VII. DISCUSSION OF RESULTS
Respondents disclosed that even though the idea of teaching EE as an integrated component is laudable and
innovative, they admitted that they are not integrating EE into their subjects as prescribed by the CAPS
document. The study established the following as the barriers of EE integration:
The researcher established that there is no clarity on how to integrate EE as prescribed by CAPS (2011). The
syllabus of various subjects does not specify when, how and the extent of EE integration. There is no policy
guideline to be followed by teachers, and this is a major setback on the implementation of EE as an integrated
component.
Regarding period allocation time, the researcher established that teachers are focused on the content areas that
are examinable and produce results. Therefore, teachers have less time to search for ways to integrate EE into
their content area. Respondents believe that the time to teach the core content is limited, and they do not have
enough time to think of integrating EE content into their subjects.
To ensure effective teaching and learning in the classroom, there are many factors that come into play. These
factors include proper classroom management and provision of teaching and learning materials. Respondents
were concerned with overcrowded classrooms in the township schools and lack of teaching and learning
materials. Overcrowded classrooms make the class noisy, and this does not support effective lesson delivery.
The researcher established that overcrowded classrooms and lack of teaching and materials were some of the
factors hindering the implementation of EE.
The success of EE integration largely depends on the teacher’s involvement. The teacher is the heart of the
system, and whatever affects the teachers directly affects the entire school curriculum. The CAPS document
prescribes EE integration into all subjects, which makes the teaching of EE a collective responsibility. The main
actors of EE integration implementation are a constraint to the success of the integration.
The researcher established that most respondents lack the ability and the competence to teach EE as an
integrated component. Most of them lack basic knowledge about the environment and their ability to teach EE is
questionable.
VIII. CONCLUSION
The study concludes that, the idea of teaching EE as an integrated component is laudable. However with the
above stated challenges facing EE implementation, it is an open secret that EE integration is still in limbo. The
main actors are under-resourced and confused on how to go about the implementation of EE integration into
other subjects. The policy has failed to spell out a clear direction on how teachers should integrate EE into their
subjects. Therefore, EE integration faces serious challenges. It is doable theoretically but practically, it has
failed to achieve the anticipated results due to the numerous problems confronting its implementation in the
classroom.
IX. RECOMMENDATIONS
The idea of EE as an integrated component is very innovative and brilliant, but curriculum developers need to
re-align the whole policy. There should be clear policy guidelines on how teachers should integrate EE into their
subject content without any stress. There should be provision of assessment instructions to guide teachers on
how to teach EE content in their subjects.
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Curriculum developers are required to review the objectives of EE, stating explicitly what needs to be taught.
The content should be rearranged to meet the goals of EE.
Curriculum developers should consider integrating wide coverage of EE content into all subjects. The
objectives of such topics should be clearly defined for effective teaching and learning. EE should be given more
attention at the FET phase, specifically in Grade 12, which is the final and exit class of the phase. The
researcher, therefore, suggests that, the national curriculum developer should:
1. Should provide curriculum materials with clear policy guidelines on how to integrate EE effectively into other
subjects.
2. Curriculum developers should prepare adequate course materials to cover the various aspects of EE
integration, as stated in the CAPS document. Workshops and training should be provided, whenever material is
given to teachers to develop their competence in teaching of EE in the classroom.
3. There should be regular workshops to help in capacity building. These orientation programmes may help
teachers to improve and sharpen their skills in the teaching of EE.
4. Universities should re-align their curriculum to have an EE integrated component so that newly trained
teachers would be able to integrate EE without any impediment. Appropriate teaching strategies and other
relevant techniques should be taught before students graduate as qualified teachers ready to implement EE
content into their subjects of speciality.
5. Qualified specialised subject advisors are to be appointed at the various district offices. These officers could
serve as resource persons to facilitate the integration of EE into other content areas.
Though EE is not a stand-alone subject like other subjects, its implementation as prescribed by the CAPS
document, is too technical and requires strategic planning to ensure effective implementation in the classroom.
Presently, there are no checks and balances on how teachers integrate EE across curricula. There is no policy yet
to monitor the implementation of EE as an integrated component into other subjects. Therefore, appointment of
qualified subject advisors may drive the implementation of EE integration. Teachers can then be guided
whenever there is a need to do so.
Environmental education should remain as an integrated subject. The burden of conserving, caring for and
protecting the environment should not be a section of people in the society. It is our collective responsibility to
ensure that the environment is well taken care of. It is therefore important for every child to acquire basic
environmental knowledge. The significance of EE integration is priceless and endless.
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