Epsilon Archive for Student Projects

Abstract

Environmental Education (EE) plays a vital role in addressing current environmental challenges. Attitudinal and behavioral changes regarding environmental concerns are seen as slow and inconsistent in Sri Lanka, though structured EE approaches have been implemented since 1984 in the Sri Lankan education system. Teachers are the primary actors involved in transferring environmental knowledge to the younger generation. Therefore, understanding the teachers’ meaning making process of EE is important. This study seeks to explore the meaning making process and transformative learning experiences regarding EE among Sri Lankan school teachers through semi structured interviews with six teachers currently engaged in EE practices in schools in the Western Province of Sri Lanka.

Interview data were analyzed through thematic analysis, giving attention to the theoretical framework of Vygotsky's (1978) constructivist learning theory, and Jack Mezirow’s (1978) transformative learning (TL) theory. The findings were elaborated under four themes. Firstly, experiential understanding of EE explained how meaning making is shaped through the teachers’ educational and professional backgrounds, lived experiences and active participation in EE approaches including how different critical experiences led to perspective shifts. Secondly, collaboration with others described how training programs, interactions with students, parents, peer teachers and institutional actors shaped their understanding of EE. Thirdly, the contextual understanding of EE highlighted the influence of institutional and policy frameworks on the understanding of EE. The last theme addressed challenges faced during EE implementation within the school context along with suggestions for future improvements based on teachers’ experiences and understanding. Teachers perceived the importance of taking more responsibility for attitude development as initiators rather than only transferring factual knowledge. The study demonstrates that teachers gave different meanings to EE but expected to achieve an environmentally sensitive younger generation that is aware of, cares about and acts on, environmental concerns through changes in attitudes.

Teachers’ understanding of EE was constantly evolving and being reshaped during their engagement in EE practices. Further, teachers’ understanding of EE can be defined as a progressive, transformative, and experience based process. Systemic and institutional constraints may limit the successful implementation of EE. However, integration of EE into the curriculum as a subject with a dedicated time slot, policy support, teacher training, and collaborative approaches may facilitate the achievement of EE objectives while addressing the major challenges of time constraints, an exam oriented education system, and resource scarcity. Positive attitudes, values, motivation, and participation involving EE approaches among educators and learners may contribute to sustainable environmental outcomes through EE.