School Greening in Instruction and Erudition Process in Public Elementary Schools

Globalization has also influenced the landscape of education, making high-quality instruction more accessible. It has facilitated the rapid adoption of modern learning modalities such as e-learning and blended learning, encouraged the establishment of foreign institutions in developing countries, and promoted knowledge exchange across borders. This study aimed to determine the extent of school greening in instruction and the erudition process in public elementary schools. A non-experimental quantitative research design was utilised, specifically employing the correlational method. The respondents consisted of 131 public elementary school teachers selected through universal sampling. Data were analyzed using mean, Pearson r, and regression analysis. Findings revealed that the level of school greening in instruction and the erudition process were high and moderate, respectively. A significant relationship was found between school greening and the instruction and erudition process in public elementary schools. Furthermore, it was established that the domains of school greening significantly influence instruction and the erudition process. Based on these findings, it is recommended that school heads enhance school greening practices, particularly in areas with low results, such as evaluating academic journals, pedagogy, and inclusive practices. These measures are vital to improving instructional effectiveness within the standard education setting amidst global challenges. Future research should explore other variables that may influence the relationship between school greening and the erudition process, such as teacher attitudes, administrative support, and student participation in green initiatives. Researchers are encouraged to employ qualitative or mixed-method approaches to gain deeper insights into the contextual factors affecting the success of greening education programs.