Exploring Teachers Perceptions Regarding Possibilities and Potentials to Integrate Environmental Education in University Curriculum

Abstract

Environmental education is much needed to create awareness and responsibility concerning environmental challenges and sustainability. The purpose of the study was to find out how teachers perceived the opportunities and potentials of introducing environmental education to the university curriculums. With the increased importance of environmental literacy, the study highlights the importance of institutions of higher learning to impart knowledge and skills on to students to enable them deal with environmental challenges appropriately. Qualitative research design was used to have a detailed insight into the opinion of teachers. Faculty members in two departments of higher education institutions in Baltistan were interviewed (semi-structured) in two departments, namely the Environmental Sciences and Educational Development. The analysis was done using thematic data on major trends and perspectives. The results showed that the teachers have a good conceptual knowledge on environmental education and believe that it should be part of the university curriculum. They suggested the use of modern technologies, project-based learning, and field-based activities to make students more engaged and have a better practical knowledge. Besides, participants noted that teacher training programs are necessary in order to enhance the abilities of educators to foster environmental awareness and sustainability. Finally, the study notes that teachers have good attitudes towards implementing the environmental education in higher education. The integration of this content into the curriculum through the innovative teaching methods, and the availability of professional development prospects can be crucial to making graduates environmentally aware and aiding sustainable development in academic institutions.