DO WE TEACH ENVIRONMENTAL EDUCATIONTHE WAY WE SHOULD? A CRITICALDISCOURSE ANALYSIS ȍCDAȎ OF SCIENCESUBJECT TEXTBOOKS

Environmental educa on (EE) encompasses various scien fi c concepts such as climate, biodiversity, and sustainability, aiming to ins ll in individuals the ability to explore environmental issues and engage in problem-solving ac vi es for environmental improvement.EE plays a crucial role in fostering environmental literacy among students, yet its representa on in science textbooks published by the Sindh Text Books Board (STBB) needs cri cal examina on in terms of learning by doing rather learning by knowing.This research therefore, cri cally analyzes the presence and frequency of EE-related content in selected textbooks across diff erent grade levels through CDA approach.The context of this study focuses on Sindh, Pakistan which boasts diverse geographical features, wildlife, and clima c condi ons.Data collec on process involved analyzing nine science textbooks and conduc ng semi-structured interviews with fi ve science teachers, three students, and two community members to gather more insights.Findings indicate a minimal integra on of EE into the science curriculum, with only a few units or chapters dedicated to environmental topics across diff erent grade levels.The paper concludes with a discussion on the discourse surrounding EE in science text books and proposes recommenda ons for enhancing and improving environmental educa on delivery in schools.This research also contributes to the ongoing dialogue on the importance of EE and its integra on into educa onal policies and prac ces.