Environmental Education Programs, Student Engagement, and Sustainable Practices in Schools

This study examined the effects of environmental education program implementation and student engagement on sustainable practices in schools within the context of basic education. Specifically, it sought to determine whether varying levels of Environmental Education Program Implementation (EEPI) and Student Engagement in Environmental Education (SEEE) significantly influence the extent to which schools adopt and practice sustainability initiatives. Utilizing a quantitative approach, a Two-Way ANOVA was employed to analyze responses from 170 participants across selected schools. Descriptive findings revealed that both EEPI and SEEE were perceived as moderately extensive, while sustainable practices, including recycling programs, conservation efforts, and greening projects, were rated highly extensive. However, inferential results indicated that neither the main effects of EEPI and SEEE nor their interaction effect on sustainable practices were statistically significant (p \textless .05). These findings suggest that while sustainability practices are being implemented at a high level, they may not be directly attributable to variations in environmental education programming or student engagement alone. The study concludes by recommending stronger integration of curricular and co-curricular sustainability efforts, enhanced school-wide campaigns, and institutionalizing monitoring systems. Future research should explore other mediating factors through qualitative or mixed-methods approaches.