Teaching and Advocating Green Skills for Students: Practices of Public-School Teachers at the Secondary Level

Abstract

Green skills and education are prerequisites for sustainable living and economies in the future, making it imperative to teach among learners; however, gaps in teaching and advocating these skills persist. With that, the study explores how public secondary teachers teach and advocate green skills for students. Using the descriptive-survey design of quantitative research, eighty-six (86) teachers in public secondary schools in a province in the Philippines are surveyed using a questionnaire. The gathered data are then analyzed using mean, standard deviation, and t-test. The findings show that public secondary school teachers emphasize immersive, participatory, and interdisciplinary learning when integrating green skills into their classroom practices. However, they still need to provide holistic and comprehensive support for developing these skills outside of the classroom. To ensure a more thorough approach to fostering green skills in students, the curriculum can be enhanced to include sustainable development and environmental literacy, and teachers can get professional development to improve their ability to work with organizations and institutions.