Exploring Christian Education's Response to Ecological and Environmental Education: A Case of Three Christian Schools in Lilongwe Urban Education District

This study examines how Christian education responds to ecological and environmental education through a case of three Christian schools in the Lilongwe Urban Education District. Using a qualitative multiple case study design, data were gathered through semi-structured interviews, classroom observations, and document analysis, and were analyzed thematically with ATLAS.ti. The study explores how ecological principles are integrated into school curricula, pedagogical practices, and institutional culture, emphasizing the role of faith-based education in promoting sustainability and environmental stewardship. Findings indicate that Christian education provides strong theological and moral foundations consistent with sustainable development principles. However, the extent of implementation varies across schools, largely influenced by institutional commitment, teacher competence, and resource availability. The study concludes that Christian schools have considerable potential to foster ecological consciousness and responsible environmental action when sustainability is embedded across teaching, learning, and spiritual formation.