Evaluating SERTPs: Sustainable and Environmentally Responsible Teaching Practices Among Science Teachers

The objective of this study is to assess the extent to which science teachers implement (SERTPs) and to examine whether these practices differ according to selected demographic and professional variables. Using a descriptive–analytical design, data were collected from 225 science teachers enrolled in graduate programs at King Khalid University during the 2025–2026 academic year. The findings reveal a high overall level of SERTPs (M = 2.45; 81.81%). The highest-scoring dimensions were Enhancing Students’ Environmental Awareness (86.59%) and Using Sustainable Resources in Teaching (84.00%), while Encouraging Community Participation showed the lowest application level (77.95%). No significant differences were found across gender, teaching stage, academic qualification, or age; however, a significant difference emerged in favor of teachers with a high level of technology use (p < 0.001). These results underline the vital role of technological integration in strengthening sustainable teaching practices. The study recommends targeted professional development, sustainability-centered curriculum enhancement, and institutional support to align science education with global Education for Sustainable Development (ESD) goals.