Science Education and Environmental Identity: An Integrative Approach to Fostering Sustainability Practices in Primary School Students
Rommel AlAli, Ali Ahmad Al‐Barakat, Tahani Mohammed Alrosaa, Sarah Bader Alotaibi, Ali Abdullatif, Sultan Mubarak Almughyirah
Abstract
The research investigated how science education through integrated sustainability practices helps primary school students develop environmental identity while studying sustainability practices in their daily schoolwork. The research investigated methods to incorporate sustainability principles into regular school operations, which would lead students toward environmentally responsible conduct. The research used qualitative methods to achieve its goals. The research team conducted 60 sessions of semi-structured interviews and school observations in private schools located in Riyadh and Al-Ahsa regions of Saudi Arabia. The Grounded Theory method enabled researchers to generate concepts that directly stem from the collected data. The research results demonstrated that schools need to implement sustainability practices to teach students about nature-human connections and develop environmental values and sustainable practices and improve daily environmental practices and establish sustainable practices as school examples. The study demonstrated that students developed stronger environmental identity through daily school activities that incorporated sustainability education. Furthermore, students’ environmental behaviors improved through participation in activities such as waste sorting and tree planting. Based on these findings, the study recommends strengthening the role of science education in promoting sustainability through practical activities, training teachers in integrative environmental education strategies, developing curricula that emphasize sustainable practices, and involving parents in raising environmental awareness within the school community.