Authors :
Resheil M. Castro; Remigilda D. Gallardo
Volume/Issue :
Volume 9 - 2024, Issue 6 - June
Google Scholar :
https://tinyurl.com/4f2sabh9
Scribd :
https://tinyurl.com/hj79k3u8
DOI :
https://doi.org/10.38124/ijisrt/IJISRT24JUN1129
Abstract :
This study investigated the relationship
between outdoor learning and sustainability attitudes
among Grade 3 teachers, examining the extent of
outdoor learning and its influence on attitudes towards
environmental sustainability. Utilizing a descriptive
correlation approach, the study employed survey to
gather data from a sample of Grade 3 teachers. Outdoor
learning was assessed across multiple indicators,
including exploring nature, participating actively,
working together, having fun, and discovering outdoors.
Concurrently, attitudes towards sustainability were
gauged through indicators related to taking care of the
environment, learning about nature, and reducing waste.
The results revealed a robust positive correlation
between outdoor learning and sustainability attitudes,
suggesting that increased engagement in outdoor
learning positively influences teachers' attitudes towards
sustainability. Multiple linear regression underscored
the significance of all outdoor learning indicators,
emphasizing their collective impact on sustainability
attitudes. The regression model elucidated that exploring
nature, participating actively, working together, and
having fun were key contributors. This study contributes
to the growing field of environmental education by
empirically establishing the critical role of outdoor
learning in shaping sustainable attitudes among
teachers. The findings emphasize the need for
educational stakeholders to prioritize and integrate
outdoor learning initiatives within the curriculum,
fostering a holistic approach to sustainability education.
Keywords :
Outdoor Learning, Sustainability Attitudes, Primary Education, Environmental Education, Grade 3 Teachers.
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This study investigated the relationship
between outdoor learning and sustainability attitudes
among Grade 3 teachers, examining the extent of
outdoor learning and its influence on attitudes towards
environmental sustainability. Utilizing a descriptive
correlation approach, the study employed survey to
gather data from a sample of Grade 3 teachers. Outdoor
learning was assessed across multiple indicators,
including exploring nature, participating actively,
working together, having fun, and discovering outdoors.
Concurrently, attitudes towards sustainability were
gauged through indicators related to taking care of the
environment, learning about nature, and reducing waste.
The results revealed a robust positive correlation
between outdoor learning and sustainability attitudes,
suggesting that increased engagement in outdoor
learning positively influences teachers' attitudes towards
sustainability. Multiple linear regression underscored
the significance of all outdoor learning indicators,
emphasizing their collective impact on sustainability
attitudes. The regression model elucidated that exploring
nature, participating actively, working together, and
having fun were key contributors. This study contributes
to the growing field of environmental education by
empirically establishing the critical role of outdoor
learning in shaping sustainable attitudes among
teachers. The findings emphasize the need for
educational stakeholders to prioritize and integrate
outdoor learning initiatives within the curriculum,
fostering a holistic approach to sustainability education.
Keywords :
Outdoor Learning, Sustainability Attitudes, Primary Education, Environmental Education, Grade 3 Teachers.