Recycling and Resiliency Framed as Faculty Challenges in Advancing Sustainable Science Education

Purpose: This study aimed to investigate how faculty members at Northern Iloilo State University–Ajuy Campus utilize recycled materials and innovative practices to promote sustainable science education. Specifically, it examined the ways environmental sustainability is integrated into teaching strategies to cultivate students’ critical thinking, strengthen their sense of environmental stewardship, and align classroom learning with the United Nations Sustainable Development Goals (SDGs). Methods: A narrative research design was employed, using structured interviews with four faculty members who teach science-related courses. The resulting data were subjected to thematic analysis to uncover recurring strategies, challenges, and innovations in integrating sustainability into classroom instruction. Results: Findings revealed that faculty members actively integrated recycled materials and partnered with local businesses to develop instructional resources. They employed innovative pedagogical strategies—such as arts-integrated STEM lessons and project-based learning activities—to contextualize environmental issues for students. However, persistent barriers, including time constraints, insufficient funding, and limited institutional support, were identified as major challenges to the broader implementation of these sustainability initiatives. Application: Faculty members displayed a strong commitment to sustainability despite systemic limitations. Their resilience and creativity emerged as critical drivers of environmentally responsible teaching practices. Nevertheless, institutional constraints curtailed the scalability and consistency of these initiatives, highlighting the need for stronger organizational support. Implications: This study underscores the importance of systemic support—through adequate funding, targeted training, and curricular flexibility—to institutionalize sustainable practices in science education. By aligning these initiatives with SDG 4 (Quality Education), SDG 12 (Responsible Consumption and Production), SDG 13 (Climate Action), and SDG 15 (Life on Land), higher education institutions can play a transformative role in cultivating a generation of environmentally conscious learners. Keywords: Recycling, Resiliency, Faculty Challenges, Sustainable Science Education, Environmental Sustainability