Integration of sustainable environmental behavior into teaching practices among primary school teachers in Saudi Arabia: The predictive power of social responsibility awareness

This study examined whether self-reported social responsibility awareness (SRA) predicted sustainable environmental behavior (SEB) in teaching practices among primary school teachers in Saudi Arabia. The mixed-methods design combined a survey of 269 teachers, classroom observations ( n = 50), and interviews with 12 school leaders. Survey results showed high levels of SRA and SEB, with SRA significantly predicting SEB (23.7 % variance). While we observed an overall SEB integration rate of 67.1 %, gaps persisted in collaborative and interdisciplinary practices. We recommend SRA and SEB training as well as institutional support for teachers to enhance sustainability education and guide culturally responsive strategies. • High self-reported social responsibility awareness in Saudi primary school teachers. • Social responsibility awareness predicted sustainable environmental behavior. • Moderate sustainable environmental behavior integration observed in classrooms. • Structured policy needed to make sustainable behavior a core teaching practice. • Explore long-term environmental teaching and gender roles in Saudi education.