Implementation of the Environmental Education Under the National Greening Program (NGP) of the Selected Elementary Schools of Monreal District: An Assessment

Abstract

This study examined the implementation of environmental education under the National Greening Program (NGP) in selected elementary schools, focusing on its role in promoting sustainable practices and environmental stewardship. Grounded in the concept that environmental education fosters sustainable behavior through knowledge, skills, and community engagement (Liu et al., 2019; Lopez et al., 2020), the study employed a descriptive-analytic quantitative research design. Data were collected using a questionnaire rating scale, supported by interviews and observations, from school heads, TLE teachers, and barangay officials selected through purposive sampling. Quantitative data were analyzed using frequency counts, weighted mean, and the Kruskal-Wallis test. Findings revealed that the implementation of environmental education under the NGP was carried out to a great extent, particularly in cleanliness and beautification, clean and green practices, and solid waste management. However, certain aspects such as landscaping, recycling, and waste segregation require improvement. Challenges encountered were moderately serious, with lack of sustained interest, insufficient funding, and limited information dissemination identified as key barriers. Despite these issues, the proposed measures for improvement—such as promoting environmental education activities, community involvement, and proper waste management practices—were perceived as very effective. The study concludes that while environmental education initiatives under the NGP are generally effective, addressing implementation challenges is essential to maximize program impact. It recommends strengthening stakeholder engagement, enhancing awareness through dissemination and community involvement, and implementing identified improvement measures to ensure program sustainability. This study aligns with Sustainable Development Goals (SDG) 4 (Quality Education), SDG 12 (Responsible Consumption and Production), and SDG 13 (Climate Action), as it promotes sustainability education and environmental practices. It contributes to environmental, educational, and community sustainability by strengthening institutional practices, enhancing environmental awareness, and supporting long-term ecological conservation efforts.