Teachers' perceptions of the integration of environmental education in pre-primary classroom teaching practices

Abstract

This study explores pre-primary teachers' perceptions regarding the integration of Environmental Education (EE) into classroom teaching practices in Dhaka, Bangladesh. Through qualitative research involving in-depth interviews and classroom observations, the study reveals that teachers recognize the importance of EE for fostering early environmental awareness and responsible behaviors in young learners. However, significant challenges, such as limited resources, insufficient training, and inadequate infrastructure, hinder the full integration of EE into pre-primary education. Teachers predominantly use storytelling and multimedia tools to convey environmental concepts but struggle to implement hands-on activities due to logistical constraints. The study recommends enhancing teacher training programs, improving school infrastructure, and promoting experiential learning to better integrate EE into pre-primary classrooms. These steps are crucial to cultivating a generation of environmentally conscious individuals capable of addressing future sustainability challenges.