Integrating Environmental Education into School Curricula (www.kiu.ac.ug)

Environmental education (EE) is increasingly recognized as a vital component of global efforts toward
sustainability. This paper examines the integration of EE into school curricula through a
multidisciplinary and holistic approach. Drawing from historical developments, current trends, case
studies, and implementation frameworks, it highlights how environmental education transcends
traditional subject boundaries to promote critical thinking, values education, and action-oriented learning.
While infusion models and whole-school approaches have gained traction, implementation remains
uneven due to challenges such as limited teacher training, inconsistent policy application, and structural
barriers within traditional curricula. The paper advocates for strategic curriculum alignment, culturally
responsive pedagogies, professional development for educators, and stakeholder engagement as essential
strategies for embedding environmental consciousness into education systems. Ultimately, integrating
environmental education holistically into schools is necessary for cultivating environmentally literate
citizens capable of addressing complex global and local ecological challenges.

1. https://www.eejournals.org/ Open Access

This is an Open Access article distributed under the terms of the Creative Commons Attribution License
(http://creativecommons.org/licenses/by/4.0), which permits unrestricted use, distribution, and reproduction in any medium,
provided the original work is properly cited


Page | 73





Integrating Environmental Education into School
Curricula
Kato Nabirye H.
Faculty of Business, Kampala International University, Uganda
ABSTRACT
Environmental education (EE) is increasingly recognized as a vital component of global efforts toward
sustainability. This paper examines the integration of EE into school curricula through a
multidisciplinary and holistic approach. Drawing from historical developments, current trends, case
studies, and implementation frameworks, it highlights how environmental education transcends
traditional subject boundaries to promote critical thinking, values education, and action-oriented learning.
While infusion models and whole-school approaches have gained traction, implementation remains
uneven due to challenges such as limited teacher training, inconsistent policy application, and structural
barriers within traditional curricula. The paper advocates for strategic curriculum alignment, culturally
responsive pedagogies, professional development for educators, and stakeholder engagement as essential
strategies for embedding environmental consciousness into education systems. Ultimately, integrating
environmental education holistically into schools is necessary for cultivating environmentally literate
citizens capable of addressing complex global and local ecological challenges.
Keywords: Environmental Education, Curriculum Integration, Sustainable Development,
Multidisciplinary Learning, Whole-School Approach, Teacher Training, Cultural Relevance, Educational
Policy.
INTRODUCTION
Environmental education is crucial in the teaching-learning process as it connects knowledge to real-life
situations, empowering individuals to tackle personal and community challenges while fostering a deep
appreciation for the natural environment. Its significance has surged recently, attracting attention from
scientists, media, and the public. Environmental education has evolved through various strategies, such as
establishing it as a dedicated subject and integrating it into traditional subjects like math and science,
known as the infusion approach. This multidisciplinary approach emphasizes teaching EE materials
across multiple disciplines, focusing on their interrelations. The 1975 UNESCO-UNEP International
Environmental Education Programme championed interdisciplinary approach at all educational levels.
Key objectives of environmental education include developing knowledge and practical skills related to
the environment, integrating it into educational systems, supporting governments in formulating
relevant policies, stimulating innovative projects, and training EE personnel. The Tbilisi Conference of
1977 created a framework for defining the goals and principles of environmental education, which
continues to influence its development globally today [1, 2].
The Importance of Environmental Education
In its literature and practice, environmental education is widely regarded as a key component of the
global strategy for sustainable development. Twenty years after joint UNESCO/UNEP reports
recommended it, many countries still face the challenge of defining and developing the role of
environmental education in their school curricula. In science, the curriculum concentrates on elementary
environmental concepts, such as the components of living and non-living things and the adaptations of
plants and animals. Primary education encourages children to explore the nature of things based on their
curiosity. Secondary-school curricula are organized along disciplinary lines, with environmental
education infused into various subjects, often through teachers’ initiatives. Over the past fifteen years,
EURASIAN EXPERIMENT JOURNAL OF HUMANITIES AND
SOCIAL SCIENCES (EEJHSS) ISSN: 2992-4111
©EEJHSS Publications Volume 7 Issue 3 2025

2. https://www.eejournals.org/ Open Access

This is an Open Access article distributed under the terms of the Creative Commons Attribution License
(http://creativecommons.org/licenses/by/4.0), which permits unrestricted use, distribution, and reproduction in any medium,
provided the original work is properly cited


Page | 74
there has been a shift towards environmental studies that emphasize the role of science in society, as well
as its connections to everyday life, agriculture, industry, medicine, food, and health. Teachers’
implementation of environmental education varies, and its effectiveness depends on how well the
philosophical approach and issues are integrated into the curriculum. Currently, emphasis on
environmental issues in schools tends to be superficial and subject to individual teachers’ interpretations,
thereby limiting its overall impact [3, 4].
Historical Context of Environmental Education
The concept of environmental education as a separate subject within the school curriculum has been
abandoned in favour of an integrated approach responding to a shift in how both environment and
education are viewed over the last sixty years. There has been a move from conservation and outdoor
education to a focus on the total environment including social, political, cultural and ecological
dimensions. Attempts to incorporate environmental education across the disciplines have been largely
ineffective because it is holistic, encompassing attitudes, values, actions and knowledge. The idea of a
whole school approach to environmental education has developed from an understanding of the role of the
school in society. Schools are seen as microcosms of society which can model socially and environmentally
sound attitudes and behaviours. A whole school approach involves shifting the culture or ethos of the
school to incorporate environmentally sound values and attitudes [5, 6].
Current Trends in Environmental Education
Environmental education aims to cultivate environmentally literate citizens who can address
environmental challenges. It employs a multidisciplinary approach, enriching traditional curricula with
diverse subject areas and themes that cross conventional boundaries. Over the past 30 years, it has
significantly evolved, focusing on a holistic view of environmental issues. Contemporary programs stress
cooperative learning, critical thinking, and values integration. However, despite policies promoting
environmental responsibility, most curricula prioritize knowledge and skills over affective aspects like
beliefs and values, leaving these dimensions underexplored. Consequently, subject-specific instruction
remains the primary means of achieving environmental education objectives. Information science
curricula can naturally incorporate environmental themes, enhancing students' appreciation of
environmental issues and empowering them to effect change. The ultimate goal is to develop citizens who
recognize environmental problems and are skilled in problem-solving. A multidisciplinary approach
allows for the integration of environmentally centered themes, whether local, global, conservation-
focused, or action-oriented. Concerns arise regarding the neglect of cultural backgrounds in developing
learning experiences, an aspect addressed by multicultural environmental education. This framework
contextualizes environmental instruction culturally and includes urban neighborhoods, emphasizing
community health alongside natural settings. Additionally, cultural frameworks shape learners’
perceptions of the environment, and reflecting on these can deepen engagement. Acknowledging the
evolution of environmental education and its potential to foster responsibility, the richness of diverse
perspectives and cultural traditions in places like the U.S. serves as a vital asset for this educational
pursuit [7, 8].
Frameworks for Integrating Environmental Education
The integration of environmental education (EE) into school curricula presents significant challenges for
educators. Various models have emerged to assist in implementing EE, including creating distinct
programs, infusing environmental topics into subjects, adopting themes across disciplines, and
restructuring curricula around environmental instruction. A notable approach is the whole-school model,
where environmental awareness is embedded into the educational ethos, aligning with societal roles and
aspirations. This model extends beyond conservation, encompassing social, political, cultural, and
ecological aspects to shape attitudes, values, and knowledge. Schools serve as microcosms of society and
should reflect this environmental commitment in their management and culture. However, implementing
this vision is complex, with EE often marginalized and requiring multidisciplinary engagement. The
Theoretical Framework Model aids curriculum design by combining EE principles with critical
multiculturalism. Its aim is to nurture environmentally literate citizens who understand both natural and
urban environments and are prepared to tackle environmental issues. Educators strive to present topics
objectively, fostering informed decision-making. The multicultural aspect promotes inclusive pedagogy,
urging students to rethink their environmental relationships and develop diverse perspectives. Within the
context of contemporary neoliberal education, this integration of EE connects environmental issues to a
broader pedagogical framework that extends beyond traditional schooling [9, 10].

3. https://www.eejournals.org/ Open Access

This is an Open Access article distributed under the terms of the Creative Commons Attribution License
(http://creativecommons.org/licenses/by/4.0), which permits unrestricted use, distribution, and reproduction in any medium,
provided the original work is properly cited


Page | 75
Curriculum Development Strategies
Embedding environmental education into existing school curricula requires strategic alignment of
content with local environmental issues and available instructional resources. Enhancing student
engagement involves integrating active environmental education not only within science but also across
subjects such as mathematics, language arts, social studies, economics, and civics. Project-based learning
and community service initiatives provide familiar pedagogical frameworks that extend and strengthen
experiential learning opportunities linking well with environmental education’s multidisciplinary
emphasis. A variety of curricular approaches can support these aims. Educators may choose to incorporate
environmental education as components within existing courses, develop dedicated courses (either full or
partial), or engage students in specialized projects. Limited numbers of trained teachers make integration
within existing courses the most immediately realistic option for many schools. Conversely, dedicated
courses can elevate the visibility and perceived value of environmental education, and this model has been
especially effective at postsecondary levels. When courses cannot be offered, project-based and service
learning approaches offer flexible alternatives for integrating environmental topics within broader
curricular structures [11, 12].
Teacher Training and Professional Development
Environmental education has not only been integrated into various official curricular documents and
policy frameworks across many different departments of education but it is also important to recognize
that coverage continues to be patchy and inconsistent across numerous subjects and grade levels. The
way implementation is often approached frequently treats environmental education as merely an add-on
to existing core curricular subjects. This attitude limits the potential for meaningful integration into the
essential teaching and learning processes that educators engage with. Moreover, a significant number of
educators express concerns about feeling ill-prepared to embed Education for Sustainable Development
(ESD) effectively within their teaching practice. They cite a persistent lack of pedagogical guidance and
supportive school structures as key barriers to successful implementation. While it is true that external
support can play a valuable and important role in assisting educational institutions, sustainable change in
the curriculum fundamentally hinges on the collective commitment of school leadership and staff
members. They must work together to foster capacity building within the institution itself. The provision
of effective teacher training and ongoing professional development should be viewed as the cornerstone
or foundation of any successful programme aimed at curriculum reform. It is essential to establish a
culture of continuous improvement in order to embed these critical sustainability principles within
educational settings [13, 14].
Case Studies of Successful Integration
In the initial stage, the two-point and co-generative dialogue model is established within the schools.
Subsequently, case studies are undertaken in three schools to evaluate the integration process. One case
study, focused on instruction in ecosystems within environmental science education, demonstrates the
application of the model. Co-teaching is conducted alongside teachers to generate student interest, while
co-generative dialogue involves the students to foster engagement and collect feedback on their
perspectives. Exposure to environmental education engenders a genuine appreciation for the environment
among students. Programs involving environmental education stimulate interest across diverse ability
levels, often by addressing real-world issues that possess personal significance. Such education promotes
enthusiasm for the natural world and broadens students’ knowledge of environmental phenomena. Case
studies reveal an increase in students’ interest in environmental issues and a sense of empowerment to
pursue additional knowledge. Furthermore, environmental education enhances academic achievement,
especially in science. The topic is embedded within the curriculum, encompassing subjects such as energy,
climate change, pollution, ecosystems, and genetic engineering. The national science curriculum
advocates meaningful science learning experiences designed to cultivate critical thinking and the ability
to evaluate the role of science in society and daily life on an evidence-based foundation. The concept of
environmental education as a discrete subject has been superseded by a holistic approach that addresses
social, political, cultural, and ecological dimensions. Environmental education is regarded as
encompassing attitudes, values, actions, and knowledge, necessitating an approach that transcends
traditional disciplines. The whole-school approach recognizes that schools fulfil a societal function by
shaping human behaviour and exemplifying social and environmental values. Successful integration
requires a cultural transformation within the school, whereby environmentally sound attitudes and
behaviours are accorded central importance [15, 16].

4. https://www.eejournals.org/ Open Access

This is an Open Access article distributed under the terms of the Creative Commons Attribution License
(http://creativecommons.org/licenses/by/4.0), which permits unrestricted use, distribution, and reproduction in any medium,
provided the original work is properly cited


Page | 76
Challenges in Implementation
A whole school approach to environmental education faces challenges related to organizing the
curriculum around discrete subjects, integrating value issues after student involvement, and establishing
evidence for claims of environmental impact. Locating relevant actions concerning local and global issues,
as well as assessing the qualities of active learning, further complicates implementation. This often
contradicts established pedagogical practices and traditional school system assumptions. The critical and
action-oriented perspectives in environmental education often clash with existing curricula, assessment
frameworks, and school social dynamics, obstructing implementation. Policy interpretations and emphasis
on development programs like health and rural development add to the challenges. Developing
environmental education necessitates carefully selecting content suitable for students' cognitive and
emotional stages while avoiding controversial issues that may conflict with traditional beliefs. This
ensures a body of knowledge that is relevant and culturally appropriate. Establishing the aims of an
environmental education program is integral to the selection of content and helps clarify the objectives,
identifying what students should learn regarding knowledge, attitudes, values, skills, and strategies in
teaching and learning social and environmental issues. The availability of accessible written information
on environmental problems is also crucial for effective program development [17, 18].
Engaging Stakeholders
Environmental education involves the whole school ethos, ensuring that awareness is embedded in all
operations and genuinely valued by the entire school community. Environmental education has become a
global initiative and is a crucial part of building social capital within a community. Schools adopt
strategies to educate the ‘whole student,’ and the environment constitutes one component in that
developmental model. Schools engage in a number of strategies including embedding environmental
education across all subjects and meeting Ontario Education requirements. The whole school approach
has been embraced because attendance figures indicate that participation can impact the rate at which a
school achieves respect in the community. In some cases, schools gravitate to a school as a community
model in order to facilitate partnerships within the community over long term environmental projects
[19, 20].
Assessment and Evaluation Methods
Assessment and evaluation constitute essential and fundamental components of the environmental
education process, playing a significant role as an important curriculum strand. These elements are
particularly necessary in the context of global warming and other pressing issues, as they call for
substantial learning transfers from the classroom setting to the wider world outside. Assessment
represents a variety of tasks and activities through which a specific purpose or outcome is effectively
measured. In contrast, evaluation involves the thoughtful interpretation of these measurements and the
decision-making processes that arise from such evaluations. In this regard, clearly defined objectives
clarify what learners should reasonably expect to achieve and provide guidance on the criteria for such
measurements. Bloom’s taxonomy, a well-known educational framework, suggests that objectives be
meticulously specified within the three primary domains: affective, psychomotor, or cognitive. The clear
distinction among these domains enhances the effectiveness of educational goals and outcomes [21, 22].
Integrating Technology in Environmental Education
Without research, the use of technology in environmental education risks being for mere novelty, not
affecting educational reform or changing values guiding students as citizens; a grounded framework is
necessary to illustrate how components of environmental education, inquiry-based learning, and
technology align. A framework designed to help educators develop site-specific programs will be offered,
attending to pedagogical aspects and design considerations. Environmental education has evolved from a
focus exclusively on natural science to a more holistic approach that incorporates social, political, and
economic contexts along with civic engagement. A student-centered learning environment positions the
learner at the focal point, emphasizing their active engagement and responsibility. Students commences
by keeping a daily journal of personal reflections, documenting values, feelings, and expectations
concerning the project; upon completion, a post-reflection captures shifts in these domains, and as a
culminating exercise, each student composes an Environmental Community Service Learning report
following a standard template. Within environmental education, technology is envisioned as a catalyst for
learning that amplifies student interaction with the natural world and fosters connection to community;
technologies central to data gathering and exploration are specifically considered, in contrast to generic
classroom aids like projectors and laptops [23, 24].

5. https://www.eejournals.org/ Open Access

This is an Open Access article distributed under the terms of the Creative Commons Attribution License
(http://creativecommons.org/licenses/by/4.0), which permits unrestricted use, distribution, and reproduction in any medium,
provided the original work is properly cited


Page | 77
Promoting Environmental Stewardship
The desired result of education concerning the environment is to enable students to become good citizens
with a high regard for the environment, feel empowered to protect it, and take positive environmental
action. Environmental education has the goal of creating a new stewardship based on the idea that the
quality of life is dependent on the health of the planet and the wise stewardship of all our resources. When
environmental education is integrated into the regular curriculum and made applicable at the local, state,
national, and global levels, students become empowered to enact positive change in their environment at
any scale. Schools must embed environmental education into the curriculum, considering the implicit and
null curricula, which reflect societal values and influence students. A critical evaluation of the current
educational and societal status quo is necessary for meaningful change. Holistic approaches, such as the
whole school method, involve fostering environmental awareness across the school ethos and operations.
School activities and operations serve as demonstrations for students and the community, emphasizing
the importance of ensuring the school’s environment and practices reflect environmental sensitivity.
Teachers, management, and staff have the responsibility to convey the school's commitment to being
environmentally conscious [25, 26].
Future Directions in Environmental Education
Environmental education faces significant challenges due to predetermined curricula that prioritize
theoretical problems over local issues, focusing on uncontested knowledge and individual assessment. It
demands holistic, cooperative learning, addressing complexities and interdependencies. Schools struggle
to integrate values and critical thinking aligned with environmental rhetoric, often due to conflicting
policies. Teachers express concerns about the broad scope of environmental education, risks of
indoctrination, and the inadequacy of traditional assessments. Although environmental topics are present
across curricula, subject teaching predominantly drives environmental education in secondary schools.
For instance, the science curriculum aims to engage students with elementary environmental concepts
through exploration connected to their experiences. Secondary programs are primarily organized along
disciplinary lines, incorporating environmental education through teacher initiative. A shift toward
environmental studies has emerged over the past fifteen years, with some elements intertwined within the
curriculum, focusing on the application of science to everyday life covering areas like agriculture,
industry, and health and understanding science’s societal role. While teachers vary in their approach to
introducing environmental education, merely including environmental philosophies in curricula does not
ensure that goals are achieved. Clarity on subject contributions and adaptability in teaching strategies are
essential. Consequently, attention to environmental issues often remains superficial, influenced by
individual teachers’ interpretations. Environmental education (EE) draws from international agreements
like the Kyoto Protocol and the UN Decade of Education for Sustainable Development, and is shaped by
contemporary research on quality education. Hutchison identifies three approaches: supplemental,
infusionist, and immersive experiences. The infusionist method integrates environmental themes
throughout curricula, helping students understand the impact of their actions on natural systems,
ultimately promoting informed decision-making and attitude shifts through experiential learning [27,
28].
Policy Recommendations
The interdependence between humans and the environment highlights the necessity of providing early
students the skills and understandings needed to participate as informed and responsible citizens.
Consequentially, environmental education naturally belongs in the curriculum at all levels of schooling.
Considerable evidence supports the efficacy of computer-assisted learning as a means of communicating
course materials, as demonstrated by its use in various school subjects, including environmental
education. To enhance the availability of environmental education materials, experts recommend
increasing access to existing computer programs and facilitating the development of new ones. These
strategies are viable and affordable means of addressing this pressing educational need. Demand for
environmental education materials stems from the growing emphasis on integrating environmental topics
into the curriculum and the expanding role of computers in classroom instruction. Rising interest among
potential users, such as teachers, demands increased provision of materials to maximize their utility [29,
30].
CONCLUSION
The integration of environmental education into school curricula is not merely an educational reform but
a societal necessity in the face of escalating environmental challenges. A shift from fragmented, teacher-

6. https://www.eejournals.org/ Open Access

This is an Open Access article distributed under the terms of the Creative Commons Attribution License
(http://creativecommons.org/licenses/by/4.0), which permits unrestricted use, distribution, and reproduction in any medium,
provided the original work is properly cited


Page | 78
dependent practices to systemic, whole-school approaches is essential to ensure environmental education
becomes foundational rather than supplementary. This transformation requires the alignment of policies,
pedagogies, and cultural values within schools. Professional development and institutional commitment
are key drivers of success, as is the engagement of the broader community. While implementation hurdles
persist ranging from curriculum rigidity to teacher preparedness the benefits of embedding EE across
disciplines are profound: students not only acquire knowledge but also develop the values, attitudes, and
skills needed to act responsibly and effectively in the world. As schools mirror the societies they serve,
fostering environmental literacy within them paves the way for a more sustainable and equitable future.
REFERENCES
1. Omoogun AC, Onnoghen UN, Ateb GA. Adequacy of knowledge of environmental concepts
among junior secondary school teachers for the multidisciplinary approach of implementing
environmental education curriculum. Journal of Education and Practice. 2014;5(36):106-12.
2. Walker K. The teaching and learning of environmental education in NSW primary schools: A
case study. Australian Journal of Environmental Education. 1995 Jan;11:121-9.
3. Uralovich KS, Toshmamatovich TU, Kubayevich KF, Sapaev IB, Saylaubaevna SS, Beknazarova
ZF, Khurramov A. A primary factor in sustainable development and environmental sustainability
is environmental education. Caspian Journal of Environmental Sciences. 2023;21(4):965-75.
tiiame.uz
4. Žalėnienė I, Pereira P. Higher education for sustainability: A global perspective. Geography and
Sustainability. 2021 Jun 1;2(2):99-106.
5. Kolimenakis A, Heinz S, Wilson ML, Winkler V, Yakob L, Michaelakis A, Papachristos D,
Richardson C, Horstick O. The role of urbanisation in the spread of Aedes mosquitoes and the
diseases they transmit—A systematic review. PLoS neglected tropical diseases. 2021 Sep
9;15(9):e0009631. plos.org
6. Beery T, Stahl Olafsson A, Gentin S, Maurer M, Stålhammar S, Albert C, Bieling C, Buijs A,
Fagerholm N, Garcia‐Martin M, Plieninger T. Disconnection from nature: Expanding our
understanding of human–nature relations. People and Nature. 2023 Apr;5(2):470-88. wiley.com
7. Taylor N, Littledyke M, Eames C, Coll RK. Environmental education in context: An overview
and some observations. Environmental Education in Context. 2009 Jan 1:1-6.
8. Easton J, Monroe MC. Project learning tree teacher assessment survey. Applied Environmental
Education and Communication: An International Journal. 2002 Oct 1;1(4):229-34.
9. Borg F, Winberg M, Gericke N, Borg J. Principals’ views and reported actions on sustainability
from a whole school approach perspective: a comparative study of eco-and non-eco-certified
preschools in Sweden. Environmental Education Research. 2025 May 4;31(5):897-919.
tandfonline.com
10. Torsdottir AE, Sinnes AT, Olsson D, Wals A. Do students have anything to say? Student
participation in a whole school approach to sustainability. Environmental Education Research.
2024 Apr 2;30(4):519-43. tandfonline.com
11. Kelly O, Buckley K, Lieberman LJ, Arndt K. Universal Design for Learning-A framework for
inclusion in Outdoor Learning. Journal of outdoor and environmental education. 2022
Apr;25(1):75-89. springer.com
12. Angelaki ME, Bersimis F, Karvounidis T, Douligeris C. Towards more sustainable higher
education institutions: Implementing the sustainable development goals and embedding
sustainability into the information and computer technology curricula. Education and
Information Technologies. 2024 Mar;29(4):5079-113. springer.com
13. Tonetti V, Pena JC, Scarpelli MD, Sugai LS, Barros FM, Anunciação PR, Santos PM, Tavares
AL, Ribeiro MC. Landscape heterogeneity: concepts, quantification, challenges and future
perspectives. Environmental Conservation. 2023 Jun;50(2):83-92. researchgate.net
14. Smith K, Wells R, Hawkes C. How primary school curriculums in 11 countries around the world
deliver food education and address food literacy: A policy analysis. International Journal of
Environmental Research and Public Health. 2022 Feb 11;19(4):2019. mdpi.com
15. Kalogiannakis M, Papadakis S, Zourmpakis AI. Gamification in science education. A systematic
review of the literature. Education sciences. 2021 Jan 6;11(1):22.
16. Sasikala P, Ravichandran R. Journal of Digital Learning and Education. Journal of Digital
Learning and Education. 2024;4(2):145-55. [HTML]

7. https://www.eejournals.org/ Open Access

This is an Open Access article distributed under the terms of the Creative Commons Attribution License
(http://creativecommons.org/licenses/by/4.0), which permits unrestricted use, distribution, and reproduction in any medium,
provided the original work is properly cited


Page | 79
17. O'Farrell P, Wilson C, Shiel G. Teachers' perceptions of the barriers to assessment of mental
health in schools with implications for educational policy: A systematic review. British Journal of
Educational Psychology. 2023 Mar;93(1):262-82.
18. Zikargae MH, Woldearegay AG, Skjerdal T. Empowering rural society through non-formal
environmental education: An empirical study of environment and forest development community
projects in Ethiopia. Heliyon. 2022 Mar 1;8(3).
19. Berchin II, de Aguiar Dutra AR, Guerra JB. How do higher education institutions promote
sustainable development? A literature review. Sustainable Development. 2021 Nov;29(6):1204-
22. [HTML]
20. Kohl K, Hopkins C, Barth M, Michelsen G, Dlouhá J, Razak DA, Abidin Bin Sanusi Z, Toman I.
A whole-institution approach towards sustainability: a crucial aspect of higher education’s
individual and collective engagement with the SDGs and beyond. International Journal of
Sustainability in Higher Education. 2022 Feb 21;23(2):218-36. emerald.com
21. Uncumusaoğlu AA, Mutlu E. Water quality assessment in Karaboğaz Stream Basin (Turkey)
from a multi-statistical perspective. Polish Journal of Environmental Studies. 2021 Sep
22;30(5):4747-59.
22. Alam A. Mapping a sustainable future through conceptualization of transformative learning
framework, education for sustainable development, critical reflection, and responsible citizenship:
an exploration of pedagogies for twenty-first century learning. ECS Transactions. 2022 Apr
24;107(1):9827.
23. Ali Q, Parveen S, Yaacob H, Zaini Z, Sarbini NA. COVID-19 and dynamics of environmental
awareness, sustainable consumption and social responsibility in Malaysia. Environmental Science
and Pollution Research. 2021 Oct;28(40):56199-218. springer.com
24. Mann J, Gray T, Truong S, Brymer E, Passy R, Ho S, Sahlberg P, Ward K, Bentsen P, Curry C,
Cowper R. Getting out of the classroom and into nature: a systematic review of nature-specific
outdoor learning on school children's learning and development. Frontiers in Public Health.
2022 May 16;10:877058. frontiersin.org
25. Del Rey R, Ojeda M, Mora-Merchán JA, Nieves Sánchez-Díaz M, Morgado B, Lasaga MJ.
Environmental education: Effects on knowledge, attitudes and perceptions, and gender
differences. International Research in Geographical and Environmental Education. 2022 Dec
8;31(4):282-303. [HTML]
26. Bezi A, Fakoori H, Bayani AA, Saemi H. Design and validation of an environmental education
curriculum model for higher education based on the" Aker" approach. Iranian journal of
educational sociology. 2024;7(1):79-90. qijes.com
27. Ke L, Friedrichsen P, Rawson R, Sadler TD. Teacher learning through collaborative curriculum
design in the midst of a pandemic: A cultural historical activity theory investigation. Teaching
and teacher education. 2023 Feb 1;122:103957. sciencedirect.com
28. Fortunato I, Mena J, Vatter C. From an intercultural approach to environmental education to
2030 Agenda: exploring teachers’ role. Intercultural Education. 2025 Jul 21:1-7.
29. Mann J, Gray T, Truong S, Sahlberg P, Bentsen P, Passy R, Ho S, Ward K, Cowper R. A
systematic review protocol to identify the key benefits and efficacy of nature-based learning in
outdoor educational settings. International Journal of Environmental Research and Public
Health. 2021 Feb;18(3):1199. mdpi.com
30. Begum A, Jingwei L, Marwat IU, Khan S, Han H, Ariza-Montes A. Evaluating the impact of
environmental education on ecologically friendly behavior of university students in Pakistan:
The roles of environmental responsibility and Islamic values. Sustainability. 2021 Sep
12;13(18):10188. mdpi.com

CITE AS: Kato Nabirye H. (2025). Integrating Environmental
Education into School Curricula. EURASIAN EXPERIMENT
JOURNAL OF HUMANI TIES AND SOCIAL SCIENCES, 7(3):72-79