Abstract:

This qualitative study explored how teaching environmental ecology in the Grade 11 Life Sciences curriculum influences sustainability practices in a Johannesburg township high school in South Africa. The environmental sustainability in educational contexts is aligned with key United Nations Sustainable Development Goals (SDGs), including Quality Education-SDG 4; Responsible Consumption and Production, encompassing waste reduction and recycling-SDG 12; Climate Action, including energy conservation and promoting climate awareness-SDG 13 and Life on Land, focusing on ecosystems and biodiversity preservation-SDG 15.

The study was guided by an integrated framework combining Environmental Education (EE), Education for Sustainable Development (ESD), and Social Learning Theory. EE provided the lens for examining cognitive knowledge acquisition (e.g., ecosystems, human impact, resource management). ESD emphasized developing competencies and values for sustainable lifestyles. Social Learning Theory, particularly Bandura’s tenets, informed the investigation into how learning extends beyond direct instruction to observational learning, reinforcement, and self-efficacy, all these being vital for translating knowledge into observable behaviors.

Initial observations revealed persistent littering at the school, despite available of rubbish bins, indicating gaps in existing sustainability practices. After the teaching of environmental ecology, semi-structured interviews were conducted with Grade 11 Life Sciences teachers and learners, and simultaneous continuous observation of school practices. Learners were also organized into groups to propose and implement projects for environmental preservation; they proposed well-conceived projects including recycling, establishing school gardens, implementing water harvesting systems, and developing "littering policing" strategies. These proposals demonstrated a clear cognitive understanding of sustainability. However, challenges emerged during implementation: the theoretical knowledge did not translate into practical action. Teachers during interviews expressed a lack of motivation, citing these projects as outside the CAPS syllabus, while learners perceived the projects as irrelevant to their curriculum. This therefore hindered the implementation of the proposed sustainability efforts.

Ultimately, despite classroom instruction on environmental ecology and its importance, learners' behavior and attitudes towards school environmental sustainability remained mostly unchanged. This study concludes that mere cognitive understanding of environmental ecology does not translate into practical sustainable action or a change in school-wide sustainability practices. Findings underscore that socio-cultural factors, particularly teacher motivation and learner perception of curriculum relevance, significantly determines the translation of knowledge into action. It is recommended that Life Sciences teachers receive targeted professional development, such as 'Sustainability Starts with Teachers' programs. These initiatives are vital to equip teachers with the skills and motivation to instill values and foster positive attitudes, promoting active learner engagement in environmental sustainability

Keywords:

Environmental Ecology and Education, Sustainability, SDGs, Sociocultural, Social learning.