Cultivating Environmental Literacy and Responsible Citizenship Among Grade 4 Learners: The Role of School-Based Sustainability Education in Aurora, Philippines

Abstract

Environmental literacy and responsible citizenship have become increasingly important educational goals in response to growing environmental challenges, climate change, biodiversity loss, and sustainability concerns worldwide. This study explored the role of school-based sustainability education in cultivating environmental literacy and responsible citizenship among Grade 4 learners in selected public elementary schools in Aurora, Philippines. Utilizing a qualitative multiple-case study design, data were gathered through semi-structured interviews, focus group discussions, classroom observations, and document analysis involving Grade 4 teachers, learners, and school administrators. Findings revealed that sustainability education promoted environmental awareness, ecological responsibility, community participation, and pro-environmental behaviors among learners. School-based initiatives such as waste segregation programs, school gardening, coastal clean-up activities, tree planting projects, and environmental campaigns served as meaningful learning experiences that strengthened learners' environmental knowledge and civic engagement. The study further identified contextualized instruction, experiential learning, and community partnerships as significant factors supporting environmental literacy development. Despite challenges related to resource limitations and instructional constraints, schools demonstrated innovative practices that fostered environmental stewardship and responsible citizenship. The findings underscore the importance of integrating sustainability education into elementary curricula to develop environmentally responsible and socially engaged citizens.