Barriers to environmental education in Ethiopia: do they differ from a global analysis?

Environmental education in primary schools plays a critical role in fostering pro-environmental values and behavior among young children. However, multiple contextual barriers hinder the teaching of environmental issues in schools. Drawing on the evident gap observed in Ethiopian primary teachers�...

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Published inInternational research in geographical and environmental education Vol. 34; no. 2; pp. 156 - 173
Main Author Awayehu Gugssa, Mulugeta
Format Journal Article
LanguageEnglish
Published Routledge 03.04.2025
Subjects
Barriers to teaching
environmental education
Ethiopia
pedagogical knowledge
phenomenological study
primary school teachers
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Abstract Environmental education in primary schools plays a critical role in fostering pro-environmental values and behavior among young children. However, multiple contextual barriers hinder the teaching of environmental issues in schools. Drawing on the evident gap observed in Ethiopian primary teachers' beliefs and actual practices, the study elucidates the major barriers teachers encounter in teaching environmental issues. Interviews, grounded in phenomenology, were conducted with teachers in four primary schools. The analysis outlined four ranked categories: training and capacity, administrative and logistical, safety concerns, and attitudinal. Most teachers feel hindered by their lack of pedagogical knowledge for teaching children. While most of the barriers are common in global analyses, the current study also identified noble barriers. Suggestions for tackling the barriers and areas for further inquiry are discussed.
AbstractList Environmental education in primary schools plays a critical role in fostering pro-environmental values and behavior among young children. However, multiple contextual barriers hinder the teaching of environmental issues in schools. Drawing on the evident gap observed in Ethiopian primary teachers' beliefs and actual practices, the study elucidates the major barriers teachers encounter in teaching environmental issues. Interviews, grounded in phenomenology, were conducted with teachers in four primary schools. The analysis outlined four ranked categories: training and capacity, administrative and logistical, safety concerns, and attitudinal. Most teachers feel hindered by their lack of pedagogical knowledge for teaching children. While most of the barriers are common in global analyses, the current study also identified noble barriers. Suggestions for tackling the barriers and areas for further inquiry are discussed.
Author Awayehu Gugssa, Mulugeta
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SubjectTerms Barriers to teaching
environmental education
Ethiopia
pedagogical knowledge
phenomenological study
primary school teachers
Title Barriers to environmental education in Ethiopia: do they differ from a global analysis?
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