Examining the role of senior high school geography teachers in fostering environmental sustainability: educational philosophies, challenges, and innovative practices

This paper explores the crucial role of geography teachers in promoting environmental sustainability in the context of Senior High School education in Ghana. Grounded in an exploratory research design, the study delves into the teaching philosophies, methods, and challenges faced by geography teachers, focusing on their influence on the promotion of environmental awareness. The study employs a qualitative approach, utilizing structured interviews with geography teachers from selected schools in the Central Region of Ghana. Thematic analysis of the data reveals that teachers adopt holistic pedagogical philosophies, integrating experiential learning and real-world issues to cultivate students' commitment to environmental sustainability. The study identifies key topics covered, innovative teaching strategies employed, and support mechanisms required by teachers. Challenges such as diverse student knowledge levels, resource constraints, and time limitations are discussed, along with strategies employed to address these challenges. The findings contribute valuable insights to inform educational policies, curriculum development, and teacher training programs in Ghana, aiming to enhance environmental education effectiveness in senior high schools.