Teachers' perceptions of green skills practices for developing students’ environmental awareness at higher secondary level in Pakistan

This study explores the nexus between green skill education and environmental awareness through qualitative insights from higher secondary school teachers in Khyber Pakhtunkhwa, Pakistan. Utilising phenomenological research design, the study aimed to understand teachers’ belief and practices regarding green skills education. The population was comprised of 1880 subject specialists in chemistry out of which 28 teachers were selected via purposive sampling techniques across rural and urban settings. Data were collected through semi-structured interviews with proper consent from concerns, focusing on teachers’ perceptions of their role in fostering environmental awareness among students. Collective Stewardship Theory of Sustainable Development (CSTSD) was adopted as theoretical framework for the study. Thematic analysis technique was applied for the analysis of the data for generating themes on hands on activities such as gardening and recycling for promoting eco-friendly behaviours among students. Major findings of the study highlighted lack of teachers’ trainings, insufficient institutional support, and inadequate resources hinder effective green skills related education which can lead to students’ environmental awareness. The study recommends the need for a comprehensive reform and policy for green skills for cultivating sustainability culture in Pakistan. Ultimately, the study recommends for a systematic approach to embedding green skills within the educational framework to prepare future generations for the pressing ecological issues.