The status of environmental education in promoting students’ sustainable environmental management (capabilities) in Asella secondary schools, Oromia, Ethiopia

Environmental education is a multidisciplinary, lifelong learning process that provides students with knowledge, attitudes, skills, and participation to understand the impact of human activities on the environment. This study assessed the status of environmental education in promoting students’ sustainable environmental management competencies in Asella secondary schools. A mixed-methods sequential explanatory research design was employed, collecting data from 328 students using questionnaires, 7 geography teachers through interviews, and five classroom observations and school field visits. Data were analyzed quantitatively using descriptive statistics and qualitatively with thematic analysis. The results indicated a gap in teaching approaches in environmental education. Activities and exercises in textbooks and teacher guides lacked practicality. There was a gap in knowledge and skills in teaching education ‘in’ and ‘for’ the environment, with more focus on education ‘about’ the environment. The study also found a lack of interest from teachers and students, a lack of support from the concerned body, and a shortage of time. The study concluded that the status of environmental education in promoting sustainable environmental management competencies was low. The findings recommended comprehensive training for geography teachers on how to implement education ‘about’, ‘in’, and ‘for’ the environment to enhance students’ capacity for sustainable environmental management.