View in EDS

Evaluating Environmental Education Integration in Ethiopia's Grade 9 Geography Curriculum for Sustainable Management

Saved in:
Bibliographic Details
Title: Evaluating Environmental Education Integration in Ethiopia's Grade 9 Geography Curriculum for Sustainable Management
Language: English
Authors: Tsehay Adugna Balcha (ORCID 0009-0000-1911-0515), Kenate Worku, Abbi Lemma Wedajo
Source: Discover Education. 2026 5.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 18
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Grade 9
High Schools
Junior High Schools
Middle Schools
Secondary Education
Descriptors: Environmental Education, Foreign Countries, Grade 9, Geography Instruction, Sustainability, Sustainable Development
Geographic Terms: Ethiopia
DOI: 10.1007/s44217-026-01103-x
ISSN: 2731-5525
Abstract: Environmental education is essential for addressing environmental degradation, a pressing global concern. It forms the foundation for sustainable environment and the long-term survival of our planet. In Ethiopia, environmental issues are also a major concern, which led to the integration of environmental education into the formal education system beginning in 1994. This study aims to evaluate the extent to which Environmental Education topics, teaching approaches, activities, and review exercises in the Grade 9 Geography textbook, teacher's guide, and syllabus contribute to promoting students' capabilities for sustainable environmental management. The study is supported by constructivist theory and employs a quantitative research approach, using a descriptive research design with purposive sampling. Data were collected through a checklist used to examine the documents. The findings revealed a positive integration of environmental education content in the textbook. Most teaching approaches focused on education "about" the environment, while education "in" the environment was limited, and education "for" the environment was entirely absent. Additionally, activities and review exercises mainly aimed to develop students' knowledge and skills with minimal emphasis on practical engagement. The results suggest that while the Grade 9 Geography textbook, teacher's guide, and syllabus incorporate environmental education to some extent, they fall short in providing teaching approaches and activities that engage students in practical environmental management. To address these gaps, the study recommends enhancing teaching and learning methods by incorporating education about, in and for the environment in balanced way. It also emphasizes the need for activities and exercises that encourage practical environmental involvement, thereby better preparing students for sustainable environmental management in Ethiopian schools.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1504629
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1504629
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Evaluating Environmental Education Integration in Ethiopia's Grade 9 Geography Curriculum for Sustainable Management
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Tsehay+Adugna+Balcha%22">Tsehay Adugna Balcha</searchLink> (ORCID <externalLink term="http://orcid.org/0009-0000-1911-0515">0009-0000-1911-0515</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kenate+Worku%22">Kenate Worku</searchLink><br /><searchLink fieldCode="AR" term="%22Abbi+Lemma+Wedajo%22">Abbi Lemma Wedajo</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Discover+Education%22"><i>Discover Education</i></searchLink>. 2026 5.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 18
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Grade+9%22">Grade 9</searchLink><br /><searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Environmental+Education%22">Environmental Education</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+9%22">Grade 9</searchLink><br /><searchLink fieldCode="DE" term="%22Geography+Instruction%22">Geography Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Sustainability%22">Sustainability</searchLink><br /><searchLink fieldCode="DE" term="%22Sustainable+Development%22">Sustainable Development</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Ethiopia%22">Ethiopia</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1007/s44217-026-01103-x
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2731-5525
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Environmental education is essential for addressing environmental degradation, a pressing global concern. It forms the foundation for sustainable environment and the long-term survival of our planet. In Ethiopia, environmental issues are also a major concern, which led to the integration of environmental education into the formal education system beginning in 1994. This study aims to evaluate the extent to which Environmental Education topics, teaching approaches, activities, and review exercises in the Grade 9 Geography textbook, teacher's guide, and syllabus contribute to promoting students' capabilities for sustainable environmental management. The study is supported by constructivist theory and employs a quantitative research approach, using a descriptive research design with purposive sampling. Data were collected through a checklist used to examine the documents. The findings revealed a positive integration of environmental education content in the textbook. Most teaching approaches focused on education "about" the environment, while education "in" the environment was limited, and education "for" the environment was entirely absent. Additionally, activities and review exercises mainly aimed to develop students' knowledge and skills with minimal emphasis on practical engagement. The results suggest that while the Grade 9 Geography textbook, teacher's guide, and syllabus incorporate environmental education to some extent, they fall short in providing teaching approaches and activities that engage students in practical environmental management. To address these gaps, the study recommends enhancing teaching and learning methods by incorporating education about, in and for the environment in balanced way. It also emphasizes the need for activities and exercises that encourage practical environmental involvement, thereby better preparing students for sustainable environmental management in Ethiopian schools.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1504629
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1504629
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1007/s44217-026-01103-x
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
    Subjects:
      – SubjectFull: Environmental Education
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Grade 9
        Type: general
      – SubjectFull: Geography Instruction
        Type: general
      – SubjectFull: Sustainability
        Type: general
      – SubjectFull: Sustainable Development
        Type: general
      – SubjectFull: Ethiopia
        Type: general
    Titles:
      – TitleFull: Evaluating Environmental Education Integration in Ethiopia's Grade 9 Geography Curriculum for Sustainable Management
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Tsehay Adugna Balcha
      – PersonEntity:
          Name:
            NameFull: Kenate Worku
      – PersonEntity:
          Name:
            NameFull: Abbi Lemma Wedajo
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 12
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-electronic
              Value: 2731-5525
          Numbering:
            – Type: volume
              Value: 5
          Titles:
            – TitleFull: Discover Education
              Type: main
ResultId 1