Instructional Practices for Enhancing Student Eco-literacy in Secondary Schools

BY Kishwar Iqbal, Ishrat Siddiqa Lodhi

Fatimah Jinnah Women University  Rawalpindi
 kishwariqbal1@gmail.com

ABSTRACT

Eco-literacy???????????????? has become one of the necessities of education, in the light of ever-escalating environmental challenges and the global call for sustainable development of the planet. This paper is concerned with discovering the educational practices of secondary school teachers to raise eco-literacy level of students by recognizing the instructional strategies through which teachers effectively integrate ecological awareness into their regular teaching.

The research, which is based on qualitative design, is carried out through semi-structured interviewing and classroom teaching observations in FG Cantt Garrison schools. The study aims at understanding the teachers’ methods of incorporating environmental issues into the science curricula.

It is the main thing that teachers do to lead and guide in the learning process by using inquiry-based learning, taking up project-based assignments, involving students in experiential outdoor education, and, then, using different multimedia tools for stimulating an ecological mindset. To make students grasp the issues of sustainability deeply, teachers use strategies such as collaborative group work, case studies, and community engagement projects. However, the extent of this eco-literacy integration depends heavily on varying factors influencing such policies including within the institutions where differences in curriculum flexibility, teachers’ training, and administrative support can be found exist.

The findings point out the need for a systemic connection between the practice of teaching and the goals of eco-literacy in relation to the upbringing of environmentally friendly citizens. The???????????????? research opens up the discussion about the need for environmental education in schools and is an initial step in supplying various educational materials to help secondary schools develop eco-literacy among students and also to teachers, curriculum developers, and ????????????????policymakers.

Keywords: eco-literacy, instructional practices, secondary education, environmental education, sustainability

INTRODUCTION

Eco-literacy, often called ecological literacy, refers to people’s ability to understand how ecological systems work and use that understanding to make responsible, sustainable choices. In secondary schools, eco-literacy is more than just a useful skill. It is becoming an essential part of preparing young people to face the environmental challenges that define our time.

After that, the eco-literacy of middle school students has been treated additionally as a necessary skill for their future life rather than just a set of skills that might be ????????????????useful.It is progressively becoming an indispensable feature of the youth’s preparation to cope with the environmental challenges that characterize the epoch they live in. Since teachers not only impart knowledge but also influence students’ attitudes, they are the most instrumental in facilitating learners’ environmental awareness and, moreover, in motivating them to behave sustainably both in thought and action.

Our???????????????? planet is undergoing a massive environmental crisis caused by the rapid and frequent development of environmental problems. These include climate change, deforestation, reduction of planet’s green cover, scarcity of fresh water, and different kinds of pollution, which have all turned into global emergencies that threaten not only the nature but also human ????????????????health.The answer to these problems necessitates that the education sector rearranges its priorities. Not only should ecological understanding be at the core of students’ learning, but also teachers’ pedagogy should reflect this change. Consequently, eco-literacy has become a concept of great relevance at a global level. It is not only regarded as the knowledge of environmental issues but rather as a bundle of skills that include systems thinking, ethical awareness, and the willingness to be actively engaged in sustainability efforts. Just???????????????? about understanding complex global problems and developing their own identity, beliefs, and behavior, teenagers are at that very point. As a result, schools become locales indispensable for fostering an environmental conscience, enabling students to get involved with the environment, and giving them the skills necessary for sustainability. By these means, the teachers led by Collins and Donahue (2019) are on the same page that eco-literate students are more socially engaged through participation in environmental initiatives, promotion of sustainable habits, and contributing to the resilience of their communities.

However, the development of eco-literacy is largely influenced by the teaching methods of the instructors. Choosing pedagogical strategies that stimulate student questioning, support cross-subject learning, and encourage experiential learning usually have the most effective outcomes. Among these strategies are project-based learning, participation in outdoor activities, community environmental projects, case studies, and the use of multimedia ????????????????resources. Through these means, students are able to establish links between ecology topics and their own experience of life, work with classmates, and involve themselves in significant environmental issues which concern the locality, nation, or world.

Without denying the merits of eco-literacy, it is still awkwardly unevenly implemented across different educational systems with the most glaring examples being developing countries such as Pakistan. Several factors including stringent curricula, lack of resources, inadequate support from institutions, and shortage of teacher training combine to put a spanner in the works of its potential. In Pakistan, environmental education is commonly positioned as a mere supplement to science lessons rather than being regarded as an ultra-theme that goes through the whole curriculum. The disparity between the setting of policy and conduct of classroom activities in this respect points out the necessity for research that delves into teachers’ actual eco-literacy instructional leadership.

This dissertation is the first step to a broader qualitative study with several objectives. The main aim is to understand better how secondary teachers’ eco-literate instructional practices help promote eco-literacy. Focused on teachers working at the FG Cantt Garrison schools, the survey identifies their close-range experiences, which include their pedagogies, obstacles, and perceptions of eco-literacy as well as inveterate records. Interviews with a semi-structured format and observations of lessons serve as research tools to draw a comprehensive picture of the practical implementation of environmental education at the grassroots level.

In???????????????? a similar vein, an investigation of this kind holds a lot of importance, particularly in Pakistan which is a country suffering from severe environmental threats such as water shortage, air pollution, and climate change-induced disasters. Nevertheless, environmental education is still a neglected aspect of the curriculum and teacher training ????????????????programs.The study by specifying the current situation and revealing the potential of the field makes an input in the ongoing efforts to provide environmental education that is feasible, trendy, and in harmony with local and global requirements.

In the final analysis, this research agenda’s output elucidates notable points for curriculum designers, policymakers, and teacher educators intending to embed sustainability into secondary education. Once???????????????? thoroughly gone through the academic books, eco-literacy is the ethical and societal recourse that the students have to take up. It is quite obvious that, amidst the rising problems of the environment, it becomes very necessary for the teachers to shape the way the future generations will ????????????????understand.

Eco-literacy???????????????? has been a key issue in worldwide talks that aim to develop sustainably. The two scholars Orr (1992) and Capra (1996) are of the opinion that ecological literacy should not only be an aspect of environmental science. But rather, it should be a part of all subjects so that students will see that ecological concepts are applicable to every facet of life. The interdisciplinary approach explains how students get a deeper, holistic understanding of the link between the human societies and the natural ecosystems.

According???????????????? to Desmarais (2024), who also agrees with the above, eco-literacy should not be a single subject but rather a multidisciplinary one. She claims that by integrating ecological themes in a broader curriculum, students’ ecological knowledge increases as well as their sense of ????????????????morality.The eco-literacy infusion in different subjects spurs students to debate sustainability issues and also realize that the environment is the intersection of the social, political and economic spheres.

The worth of environmental education lies in its potential to cultivate seeing the world through the lenses of the future generations. Gough (2002) points out that the earlier students get the chance to study environmental education the more probable it is that they will become green adults. Collins and Donahue (2019) also add that eco-literate students are likely to be sustainability initiative leaders and they will more likely accept community-based environmental activities. Such results imply that secondary schools have a great role in eco-literacy, which is one of the essential competencies that enable students to comprehend and react to global environmental ???????????????problems.

Instructional Practices for Promoting Eco-literacy

Eco-literacy???????????????? education is a culture change of educated citizens that is open to losing its influence if teaching methods that accompany it are not powerful. In their research, Hartono (2020) argues that an inquiry-based learning, project-based activities, and a hands-on outdoor experience are the most powerful ways to a student’s deep ecological understanding. The methods implemented in these approaches position students at the center of the learning process, thus they become the major ????????????????beneficiaries.Students are given the opportunity to question, reason their answers, and find solutions to real-life problems all by themselves. These skills are the most important to be environmentally minded.

Moreover, experiential learning is given a special place in this connection. Nowadays, it is seen that students, by going for field trips, participating in environmental monitoring, and community engagement can directly observe and learn how the environment works. These “hands-on” experiences help students to understand ecological concepts more deeply and at the same time, they forge a stronger emotional bond with nature which in turn makes sustainable values more personal and meaningful.

Eco-literacy becomes even more relevant if educators integrate issues about the environment into their teaching to engage the students with the real world. A student who is able to make a correlation between principles and his/her life-world tends to be more motivated to exhibit environmentally friendly behaviors. The use of multimedia, the learning that comes through real-life situations, and simulations are among the other ways through which students get involved in the learning process. They???????????????? get exposed to different opinions and can interactively discover ecological storytelling.

However, the way these methods are put into practice varies considerably from one school to another. As an example, in Pakistan, the insufficiency of resources, poorly-trained teachers, and weak institutional support are some of the factors that hinder the implementation of eco-literacy practices even at a minimal level. ???????These???????????????? limitations suggest that it is the responsibility of the teacher professional development programs and the supportive policies to provide the teachers with the skills that are needed for efficient eco-literacy instruction. Therefore, it is a very important issue to find out what ways of eco-literacy are used in secondary schools these days. A questionnaire on teachers’ opinions and activities may clarify the ways which have already been effective and the areas of whose teaching that have been left unaccounted ????????????????for.It may also point practical strategies that are tailored to the specific local needs. This literature review thus serves not only to define the conceptual framework for further research into eco-literacy instruction but also to provide a platform for exploring ways in which teachers can better involve their students in environmental learning that is of ????????????????significance.

METHODOLOGY

Research Design

This investigation incorporated a qualitative research design to find out how teachers in secondary schools promote eco-literacy in their classrooms. The researchers decided on a qualitative approach as it opens up to them the intricate details of the teachers’ experience which is very important in environmental education context when the instructional practices are influenced by the personal beliefs, school environments, and curriculum structures of the teachers. It was aimed to grasp the teachers’ conception of eco-literacy, their methods of integrating it into their curricula, and their responses to the challenges of the everyday teaching.

Research Setting and Participants

This research was carried out in FG Cantt Garrison schools, that are reputed for their well-disciplined academic culture and the strong emphasis placed on science education. These schools provided an excellent background for this particular study because not only had their curricula already been interwoven with the environmental themes but also they had recruited teachers well-qualified in science-related fields.

Through purposive sampling, participants were chosen to guarantee that only those teachers who have had real-life engagement in eco-literacy teaching were considered. This deliberate decision-making made the information more significant as the focus was shifted to the educators who were actively involved in environmental teaching practices. Teachers from different fields of the sciences provided their contributions, thus, giving a wide range of viewpoints on the subject matter of how eco-literacy is implemented in various disciplines.

Data Collection Methods

The???????????????? study team employed two different methods to collect data that is not only rich but also reliable. These methods included semi-structured interviews and classroom observations:

• Through Semi-structured interviews, it was possible to obtain a fine blend of control by means of the questions set in advance, and liberty for an open ????????????????discussion. The teachers were motivated to present their views, the techniques they employ for the promotion of eco-literacy, and to discuss the difficulties they encounter in the classroom. The relaxed format of the interviews enabled the interviewees to express their views more freely, which in turn also helped the researchers gain more in-depth insights.
• The purpose of attainment of classroom observations was to complete the interviews and depict a more vivid image of the teaching of eco-literacy in reality. Attention was given in the observations to the interaction between the teacher and the students, the presentation of the environmental issues, and the instructional techniques teachers used during the lessons. These live observations helped to substantiate interview findings and provided a richer insight into the dynamics of the class.

Data Analysis

The talking points from the interviews and the real-time observation of the classrooms were evaluated using the thematic analysis. An inductive approach was used i.e., themes were not decided beforehand, but they got developed naturally from the data. The interview transcripts and observation records were meticulously reviewed and coded for the patterns related to teaching strategies, teachers’ understanding of eco-literacy, and the contextual factors influencing their instructional choices.

The examination moved through the different stages: initial coding, theme development, and theme refinement. Their gradual and thorough work made it possible to not only identify shared teaching practices but also unearth unique variations among the participants. The final set of themes provided an insightful and structured view of how eco-literacy is not only regarded but also taught and modified in the secondary school ???????????????classrooms.

RESULTS 

The???????????????? results derived from the semi-structured interviews and classroom observations demonstrate that secondary school teachers employ a diverse range of educational methods to facilitate eco-literacy. Those methods vary in their nature, extent, and recurrence, but collectively they depict how educators strive to elevate pupils’ environmental awareness, critical thinking, as well as sustainable habits. Data analysis led to the identification of three central themes: interactive classroom strategies, project-based learning, and experiential learning.

1. Interactive Classroom Strategies

Several educators extensively used interactive teaching methods such as organized discussions, debates, and case studies in which students became involved in the study of ecological topics. The main purpose of these methods was to trigger students’ critical thinking, allow them to evaluate various viewpoints, and activate their participation in the discussions held in class.

By way of illustration, holding debates on topics such as deforestation, climate change, or water scarcity gave students the opportunity of voicing their ideas, doubting what was taken for granted, and, via cooperation, offering solutions. Through these tasks, students not only got a deeper grasp of environmental issues but at the same time they improved their communication and reasoning skills.

Moreover, case-based learning attracted a large number of teachers. Real-world environmental issues, for instance air pollution in cities or the decline of local wildlife, were brought in by teachers who then challenged students to analyze the origins, effects, and solutions. These educational encounters transformed the learning space into a hands-on one where students interacted with the environment through discussion, inquiry, and reflection.

2. Project-Based Learning

Project-based learning (PBL) was one of the most prominent strategies of the teachers. Students were motivated to carry out practical projects having the environment as their theme, e.g.:

• School-wide recycling campaigns.
• Tree plantation drives organized with local community groups
• Energy conservation projects, including poster-making or classroom electricity audits.

These tasks made the students turn theory into practice since their environmental problems were solved in the real world with the help of teachers. Pupils exclaimed that PBL made them grasp environmental issues better and long-lasting as they could be witnesses of the direct effects of their work. Moreover, the majority of the participants equally perceived that such activities led to an increase in students’ enthusiasm, their strengthened feeling of closeness to the earth as well as the incitement to a change in behavior for the better.

Apart from that, as these assignments were performed through partnership, the students also received training in skills such as cooperation, leadership, and social participation—-skills vital for the development of eco-literate characters.

3. Experiential Learning

Another significant practice in environmental education is the use of outdoor activities as a part of the curriculum. Teachers organized excursions to botanical gardens, eco-parks, and conservation areas, among the other options, in order to facilitate such experiences. These visits provided learners with the direct knowledge of untouched areas of nature and thus allowed them to witness not only the interdependence of ecosystems and the variety of species but also environmental issues that were happening right in front of them.

According to the teachers, these interactions were instrumental in students gaining a potent emotional bond with nature. In fact, the students were often prompted to realize, in depth, and after having a thorough conversation, the environmental problems like polluted water bodies or deforested areas. Learners not only assimilated ecological concepts more profoundly but also acquired the quality of vicariousness and the strong will to protect Mother Earth. In fact, a good number of educators observed that such first-hand experiences aroused students’ curiosity, critical thinking skills, and also environmental stewardship qualities that even the best classroom teaching could not have ???????????????provided.

DISCUSSION

The???????????????? results of this investigation shed light on the intricate relationships between the teachers’ desires to introduce eco-literacy to the students and the unpromising factors that await them in the surroundings of their schools. While many educators displayed a real concern for the raising of children’s environmental awareness, in most cases their competence in implementing effective instruction strategies was influenced and to some extent constrained by factors such as professional development, availability of resources in the school, and the degree of freedom in the curriculum.

Pedagogical Strengths and Constraints

Among the various teaching methods that were employed to facilitate eco-literacy, project-based learning and experiential activities appeared to be the most effective ones. Eco-literacy was greatly enhanced through experiences outside the classroom such as recycling drives, tree plantation activities, and visiting nature parks. These experiential modes helped students not only to grasp ecological concepts intellectually but also to emotionally connect with nature and thus acquire responsible environmental behaviors.

By conducting the study mentioned above, the researcher has managed to reaffirm the conclusions of previous research by Hartono (2020) and Gough (2002), who have similarly argued that inquiry-based and experientialsource-centered methods are highly effective in fostering environmental education. The consonance between this study’s outcomes and other scholars’ work suggests that the latter is firmly grounded in theory and demonstrates that orally engaging students in solving environmental problems will have them learning the concepts much more deeply and for a longer period of time.

However, these practices were not uniformly implemented in all the teachers’ rooms despite their strong points. The teachers referred to several obstacles that deterred the activities they were undertaking; these included inadequate institutional resources, problems with organizing off-campus lessons, and inflexible timetables which were concentrated on exam preparation. The challenges they encounter are indicative of the bigger problems that exist in the education system at large. Those are issues that have been addressed by Orr (1992) and Capra (1996), who pointed out that despite the necessity of ecological thinking it is still being overshadowed by traditionally structured, subject-based teaching and testing methods which have been prevailing for ages.

Curricular Integration and Systems Thinking

Perhaps the most significant finding from the research reported here is that the introduction of eco-literacy in various subjects significantly enhances the students’ comprehension of the issue taken at hand. In addition, teachers who deliberately weaved the environmental concerns into the subjects of natural sciences, social studies, and language arts recognized heightened student participation as well as a more thorough grasp of sustainability. The interdisciplinarity approach employed here is in line with Capra’s notion of systems thinking which depicts the mutual dependence of the natural and social systems.

The results are also in line with Desmarais’ (2024) contention that eco-literacy is a multipurpose subject that ought to serve as the basis for the design of curricula. The embedding of environmental themes into the different learning areas leads students to recognize that eco-issues are not isolated challenges but are rather linked to a broader network of cultural, economic, and scientific aspects. Such a wider view not only invites more profound critical thinking strategies but also allows students to summon sustainability from different viewpoints.

Implications for Teacher Development and Policy Reform

Evidence from the research points to the necessity of providing teachers with professional growth opportunities that are specifically designed to equip them with the skills to teach eco-literacy in an effective manner. Training programs ought to concentrate on:

• the use of Active learning strategies which include inquiry-based and project-based methods
• the skills of creating interdisciplinary lessons
• connecting the classroom learning with local environmental issues and community projects

Besides teacher education, support from institutions and policies is equally needed.

In order to make environmental education a reality in schools, it is necessary to allocate time for it, provide enough resources for such activities as fieldwork, and change curriculum frameworks so that they become more flexible and allow for integration of different subjects and sustainability-focused instruction. If these systemic reforms are not accomplished, the most enthusiastic teachers will still be in a situation where they can hardly sustain eco-literacy practices that are both consistent and of real value to ????????????????students.

CONCLUSIONS

This???????????????? research illustrates that secondary school teachers employ a vast number of instructional techniques to facilitate eco-literacy among their students. The list of these strategies is not limited to the activities in the classroom such as discussions, debates, and case studies but also includes more hands-on experiments like project-based learning and nature experiences. Each of these methods helps students to understand ecological issues, develop critical thinking skills toward environmental issues, and acquire a feeling of dependence on the natural world.

Though the effectiveness of these methods is, to a large extent, dependent on the level of teachers’ readiness and support from schools. Teachers with the opportunity to gain eco-literacy training and working under the conditions of supportive and well-equipped institutions can easily integrate ecology not only as a separate subject but across different disciplines and thereby attract students to the subject matter in diverse and effective manners. In contrast, the insufficiency of resources, the inflexibility of curriculum structures, and limited professional development usually put teachers in a position where they are unable to properly carry out eco-literacy in their classrooms.

It is crucial to take steps to ensure more vigorous and consistent incorporation of eco-literacy at the level of secondary education, such as investing in teacher training, revising curriculum frameworks to permit interdisciplinary approaches, and giving schools both the instruments and the independence to employ innovative instructional strategies. By fixing these larger systemic issues, educational institutions will be able to contribute significantly to the development of future environmentally aware, responsible, and eco-literate ???????????????citizens.

RECOMMENDATIONS

Based on the findings of this study, the following recommendations can help strengthen eco-literacy instruction in secondary schools:

• Strengthen Teacher Training Programs

Teacher???????????????? education must comprise of definite aspects which trains the teachers in methods related to eco-literacy. Professional development is better to be focused on interdisciplinarity, experiential learning, and systems thinking so the teachers will be able to lead their students to a profound ecological ????????????????understanding.

• Integrate Eco-literacy Across the Curriculum

Policymakers???????????????? are advised to incorporate eco-literacy goals into the subjects of the curriculum, apart from science, as well. When a cross-curricular method is used, learners understand that environmental problems are intertwined with the social, economic, and moral aspects of ????????????????life.

• Provide Institutional and Material Support

To???????????????? deliver an effective eco-literacy program, schools must be adequately equipped with resources including accessibility to environmental sites, various multimedia tools, and materials for projects. Besides, the integration of the practical learning experiences relies heavily on the flexibility in both the timetable and curriculum ????????????????planning.

• Encourage Community-Based Environmental Projects

Teachers???????????????? should motivate students to participate in such activities that are happening locally like clean-up drives, biodiversity mapping, or environmental awareness programs. Such experiences enable students to connect the ecological concepts with the reality and also help in the development of their sense of civic ????????????????duty.

• Revise the Curriculum for More Flexibility

????Curriculum should lessen the content requirements that are too strictly defined and create space for inquiry-based, student-centered activities that foster eco-literacy. Such flexibility enables teachers to employ innovative, locally relevant teaching ????????????????methods.

• Foster Collaborative Learning Environments

It is a must for the educational institutions to motivate the teachers to work together, exchange ideas, and jointly develop eco-literacy modules. One way to do this is through professional learning communities which can be a great tool for the staff to keep up with the implementation of the different practices, to challenge and reflect on them, and to be more productive and innovative ????????????????together.

ACKNOWLEDGEMENTS

I???????????????? want to thank those teachers of the secondary school of FG Cantt Garrison schools who were part of the study. Without their voluntary offering of time, experiences, and insightful thoughts, this research would not have been possible. I owe a great debt of gratitude to my academic supervisors and mentors for their unfailing support, guidance, and insightful feedback—they were instrumental in bringing about the quality and depth of this work. I also want to thank my family and friends for their support, patience, and encouragement throughout the journey. Their understanding and trust in me were the source of power that I needed to carry on with this ????????????????research.

REFERENCES

Capra, F. (1996). The Web of Life: A New Scientific Understanding of Living Systems. Anchor Books.

Collins, R., & Donahue, M. (2019). Environmental Education and the Development of Ecological Literacy in Schools. Journal of Environmental Studies, 45(2), 112–127.

Desmarais, A. (2024). Multidisciplinary Approaches to Ecological Literacy in Education. International Journal of Sustainability in Education, 18(1), 33–49.

Gough, A. (2002). Mutualism: A Different Agenda for Environmental and Science Education. International Journal of Science Education, 24(11), 1201–1215.

Hartono, R. (2020). Assessing Ecological Literacy in Higher Education: A Case Study of Brawijaya University. Journal of Environmental Education Research, 26(3), 215–230.

Orr, D. W. (1992). Ecological Literacy: Education and the Transition to a Postmodern World. State University of New York Press.

Zulfa, N., & Sari, R. (2024). Understanding Eco-literacy in the Context of Sustainable Development. Journal of Environmental Pedagogy, 12(1), 45–58.