Teachers' perspectives on environmental education for pre-primary children in private schools in Dhaka, Bangladesh

Abstract

This study explores how pre-primary school teachers in Dhaka incorporate environmental education into their classrooms, focusing on the use of existing resources and the challenges they face in addressing curriculum gaps. Drawing on qualitative data from in-depth interviews (IDIs) with eight pre-primary school teachers selected through purposive sampling, the research reveals that while teachers generally acknowledge the importance of environmental education, their ability to integrate it effectively varies widely. Given that environmental education has become one of the most crucial forms of education for humanity, it is essential to understand how the young generation is being prepared to face future environmental challenges. Key factors influencing this integration include teachers’ awareness and understanding of environmental concepts, availability of age-appropriate teaching materials, institutional and policy-level support, and the flexibility of the existing curriculum. The study finds that teachers with a personal passion for environmental issues tend to be more engaged, yet even motivated educators often lack structured training and support. A major barrier is the scarcity of resources specifically tailored to younger learners, along with limited access to outdoor learning spaces and collaboration opportunities with environmental organizations. Despite these challenges, the study highlights several successful strategies, such as interdisciplinary teaching approaches and experiential learning activities, which foster student engagement and deepen their connection with nature. The research underscores the need for continuous professional development, improved resource allocation, and school-wide sustainability visions to embed environmental education meaningfully within the curriculum. Policy implications include the integration of environmental topics into core subjects, provision of training and teaching aids, and encouragement of partnerships between schools and environmental institutions. The study contributes to the growing literature on environmental education by offering practical recommendations and identifying avenues for further research, particularly on the long-term impact of early exposure to environmental education on children's sustainability behaviors.