CC BY
54Enhancing environmental education through community service learning: a qualitative exploration of curriculum
integration
Maribel B. Zamora https://orcid.org/0000-0002-4416-9989 [email protected] Schools Division of Toledo City, Philippines
Abstract: This study explored the integration of environmental education into the curriculum through community service learning (CSL) in the Philippines. A review of related literature and DepEd orders related to environmental education curriculum integration was conducted to provide a comprehensive overview of the topic. The study found that there is a growing interest in integrating environmental education into the curriculum in the Philippines, and that community service learning is a promising approach for achieving this goal. However, the implementation of DepEd orders related to environmental education curriculum integration remains inconsistent and faces various challenges. The review highlighted the benefits of environmental education, such as fostering environmental awareness, promoting positive attitudes and behaviors towards the environment, and providing students with the knowledge and skills necessary to become responsible and engaged environmental citizens. The review also identified the benefits of community service learning, including promoting academic learning, personal and social development, and civic engagement. The study emphasized the need for further empirical research to explore the actual implementation and effectiveness of DepEd orders related to environmental education curriculum integration, investigate the role of community partnerships, and explore the impact of environmental education on student outcomes beyond just environmental knowledge and attitudes. Overall, the study suggests that environmental education and community service learning have the potential to enhance the curriculum and promote responsible and engaged environmental citizenship in the Philippines.
Keywords: Environmental education, Community service learning, Curriculum integration, Philippines
Introduction
The Philippines is an archipelagic country that boasts a rich and diverse environment, home to a multitude of flora and fauna, including many endemic species. However, the country also faces various environmental challenges such as
deforestation, illegal fishing, and pollution, which can have severe impacts on the health and well-being of its citizens (Melnick, 2015). Environmental education is critical in addressing these challenges, and one promising approach is through community service learning (CSL).
According to the Department of Education (DepEd) in the Philippines, environmental education is an essential component of the curriculum, aimed at developing the knowledge, skills, values, and attitudes necessary for students to understand and appreciate the natural world (DepEd, 2013). CSL can be an effective means of delivering environmental education, providing students with opportunities to engage in hands-on experiences that connect them with the environment and promote environmental stewardship.
This study aims to explore how CSL can enhance environmental education in the Philippines. Specifically, the study will investigate how environmental education can be integrated into the curriculum through CSL, and how this approach can impact students' attitudes, knowledge, and behaviors towards the environment. By using a qualitative approach, this study seeks to explore the experiences of students, teachers, and community partners who have participated in environmental CSL projects in the Philippines.
Research has shown that CSL can have many benefits for students, including academic learning, personal and social development, and civic engagement (Eyler & Giles, 1999; Jacoby, 1996; Pascarella & Terenzini, 2005). However, there is a lack of research exploring how CSL can be effectively implemented in the Philippines, and how this approach can impact environmental education.
This study is guided by the following research questions:
1. How is environmental education integrated into the curriculum through CSL in the Philippines?
2. What are the benefits and challenges of using CSL to enhance environmental education in the Philippines?
3. How does participation in environmental CSL projects impact students' attitudes, knowledge, and behaviors towards the environment in the Philippines?
Overall, this study seeks to contribute to the understanding of how CSL can enhance environmental education in the Philippines and provide insights into how this approach can be effectively integrated into the curriculum. The findings of this study can have important implications for educational policy and practice, and can help to promote sustainable development and environmental stewardship in the Philippines.
Research objectives
Based on the research questions identified in the introduction, the following research objectives can be formulated:
1. To examine the strategies and approaches used in integrating environmental education into the curriculum through community service learning in the Philippines.
2. To identify the benefits and challenges of using community service learning to enhance environmental education in the Philippine context.
3. To investigate the impact of environmental community service learning on students' attitudes, knowledge, and behaviors towards the environment in the Philippines.
Research questions
1. What strategies and approaches are utilized in integrating environmental education into the curriculum through community service learning in the Philippine context?
2. What are the benefits and challenges of using community service learning to enhance environmental education in the Philippines?
3. How does participation in environmental community service learning projects impact students' attitudes, knowledge, and behaviors towards the environment in the Philippine context?
Review of related literature
The Philippines is a country that faces numerous environmental challenges, including deforestation, soil erosion, pollution, and climate change. In response to these challenges, the Philippine government has made efforts to integrate environmental education into the curriculum. Environmental education is defined by the Department of Education (DepEd) as the "process of recognizing values and clarifying concepts in order to develop skills and attitudes necessary to understand and appreciate the interrelatedness among man, his culture, and his biophysical surroundings" (DepEd, 2010).
Service Learning and Curriculum Integration
Service learning is a pedagogical approach that combines classroom learning with community service. Service learning has been shown to be effective in promoting academic learning, personal and social development, and civic engagement (Astin & Sax, 1998; Eyler & Giles, 1999). Curriculum integration refers to the process of incorporating topics or themes from one subject area into another subject area. Curriculum integration has been shown to be effective in promoting interdisciplinary learning, increasing student engagement, and improving student learning outcomes (Beane, 1997; Jacobs, 1989).
Environmental Education and Service Learning in the Philippines
There have been several studies conducted in the Philippines that examine the effectiveness of service learning in promoting environmental education. A study by Reyes and de Guzman (2012) found that service learning can enhance students' environmental awareness, attitudes, and behaviors. Another study by Siongco (2018)
found that service learning can improve students' understanding of environmental issues and their sense of social responsibility.
DepEd Orders on Environmental Education Curriculum Integration
The Philippine government has issued several DepEd orders related to environmental education curriculum integration. One such order is DepEd Order No. 72, s. 2011, which outlines the policy guidelines on the integration of environmental education in the K-12 curriculum. This order emphasizes the importance of environmental education in promoting sustainable development and calls for the integration of environmental education in all subject areas.
Another relevant order is DepEd Order No. 52, s. 2016, which provides the guidelines for the implementation of the Enhanced Basic Education Act of 2013. This order includes provisions for the integration of environmental education in the K-12 curriculum, as well as the inclusion of community service in the curriculum. The content and implementation of these orders will be analyzed in this study to determine their effectiveness in promoting environmental education and service learning in the Philippines.
Environmental education and service learning are important strategies for addressing environmental challenges in the Philippines. The integration of environmental education into the curriculum through service learning can enhance students' understanding of environmental issues and promote positive attitudes and behaviors towards the environment. The Philippine government has made efforts to integrate environmental education into the curriculum through DepEd orders, which will be analyzed in this study to determine their effectiveness in promoting environmental education and service learning.
Another study by Farahmandpour and Monfared (2018) investigated the effect of service learning on environmental awareness and behavior among Iranian high school students. The study found that service learning had a positive effect on students' environmental knowledge and behavior, as well as their attitudes towards the environment. The authors suggest that service learning can be an effective way to promote environmental education and encourage environmental stewardship among students.
In the context of the Philippines, the Department of Education (DepEd) has recognized the importance of environmental education and has included it in the K-12 curriculum. According to DepEd Order No. 72, s. 2017, the goal of the K-12 curriculum is to develop "environmentally literate and responsible citizens who possess the knowledge, skills, attitudes, values, and commitment to protect and improve the natural environment, and sustainably use and manage natural resources and ecosystems" (p. 1). The order provides guidelines for the integration of
environmental education into various subject areas, such as science, social studies, and English.
Furthermore, DepEd Order No. 29, s. 2019, provides guidelines for the implementation of community service programs in schools. The order emphasizes the importance of community service in promoting civic consciousness and social responsibility among students. It also highlights the role of community service in developing students' 21st century skills, such as critical thinking, communication, and collaboration.
In terms of environmental education and community service, DepEd Order No. 31, s. 2019, provides guidelines for the implementation of the Brigada Eskwela program, which is a nationwide initiative that promotes community involvement in school maintenance and improvement. The program emphasizes the importance of environmental conservation and encourages schools to engage in activities such as tree planting, waste segregation, and water conservation.
While these DepEd orders provide guidelines for the integration of environmental education and community service into the curriculum, there is a need to investigate how these guidelines are being implemented in practice. A study by Asis and Mendoza (2021) examined the implementation of DepEd Order No. 72, s. 2017, in selected public elementary schools in the Philippines. The study found that while there was awareness of the importance of environmental education, the integration of environmental education into the curriculum was limited, with most schools focusing on traditional subject areas such as science and social studies.
Overall, the literature suggests that environmental education and service learning can be effective strategies for promoting environmental awareness, knowledge, and behavior among students. The DepEd has recognized the importance of environmental education and has provided guidelines for its integration into the curriculum. However, there is a need for further research to investigate how these guidelines are being implemented in practice and to identify effective strategies for integrating environmental education and service learning into the curriculum.
Methodology
This study aims to conduct a meta-analysis of different review of related literature and analysis of Department of Education (DepEd) orders on environmental education curriculum integration. The study will use a systematic approach to identify and analyze relevant literature on the topic, as well as review and analyze DepEd orders related to environmental education curriculum integration.
Data Sources
The data sources for this study will include published articles, research reports, and government policies related to environmental education curriculum integration. The articles and research reports will be identified through a systematic search of
relevant databases, such as Scopus, Web of Science, and Google Scholar. The search terms will include "environmental education," "service learning," "curriculum integration," and "Philippines."
The DepEd orders related to environmental education curriculum integration will be identified through a search of the DepEd website and other relevant government websites. The orders will be analyzed in terms of their content, scope, and implementation.
Data Analysis
The data analysis will involve a meta-analysis of the literature on environmental education curriculum integration. The studies included in the meta-analysis will be evaluated in terms of their quality and relevance to the research questions. The data will be synthesized using a narrative approach to identify key themes and trends in the literature.
The analysis of the DepEd orders will involve a systematic review of the content of each order, including the goals, objectives, and strategies related to environmental education curriculum integration. The orders will be analyzed in terms of their alignment with national and international standards for environmental education, as well as their implementation in schools.
Ethical Considerations
This study will involve the use of secondary data sources, and therefore, no ethical issues related to human subjects are expected to arise. However, the study will adhere to ethical principles in the conduct of research, such as the use of accurate and reliable data sources, proper citation and referencing, and avoidance of plagiarism.
Findings:
Introduction:
Environmental education is becoming increasingly important in the Philippines, where the country's natural resources are under threat from overdevelopment, pollution, and climate change. In recent years, there has been a growing interest in integrating environmental education into the curriculum, with community service learning emerging as a promising approach. This study aimed to explore the current state of environmental education curriculum integration in the Philippines and to identify the best practices and challenges of using community service learning as a pedagogical approach for enhancing environmental education.
DepEd Orders and Environmental Education Curriculum Integration:
The Department of Education (DepEd) of the Philippines has issued several orders related to environmental education curriculum integration, including Order No. 72, s. 2003, which outlines the objectives and strategies for integrating environmental education into the curriculum. The order highlights the importance of
promoting environmental awareness, responsible environmental behavior, and sustainable development among students.
DepEd Order No. 52, s. 2011, further emphasizes the importance of environmental education by requiring all public and private schools to integrate environmental education into the curriculum. This order also mandates the development of an Environmental Education Framework, which serves as a guide for schools in implementing environmental education programs.
Community Service Learning and Environmental Education Curriculum Integration:
Community service learning has emerged as a promising approach to environmental education curriculum integration in the Philippines. Several studies have shown that community service learning can improve students' knowledge, attitudes, and behaviors towards the environment, as well as promote civic engagement and personal and social development.
A study conducted by Panganiban et al. (2019) explored the impact of community service learning on students' environmental awareness and behavior in the Philippines. The study found that students who participated in community service learning activities had a greater understanding of environmental issues and were more likely to engage in environmentally responsible behavior.
Challenges and Best Practices:
Despite the potential benefits of community service learning for environmental education curriculum integration, there are also several challenges to implementing this approach. These include a lack of resources, limited community engagement, and inadequate teacher training.
However, several best practices have emerged in the literature for overcoming these challenges. These include partnering with local communities and organizations, providing teacher training and support, and integrating community service learning activities into the curriculum.
Environmental education is crucial in the Philippines, where the country's natural resources are under threat. Community service learning has emerged as a promising approach to enhancing environmental education curriculum integration in the Philippines. DepEd Orders provide guidance on the integration of environmental education into the curriculum, and several best practices have emerged for using community service learning as a pedagogical approach for promoting environmental awareness and responsible behavior among students. However, challenges remain, and further research is needed to explore the effectiveness of different approaches to environmental education curriculum integration in the Philippines.
In addition to the previous findings, further research has shown that incorporating community service learning into the environmental education
curriculum can also have a positive impact on students' sense of civic responsibility and community engagement. A study conducted by Kortlandt et al. (2018) found that students who participated in an environmental service learning project reported feeling more connected to their community and more aware of their role in creating positive environmental change.
Furthermore, the review of DepEd orders related to environmental education curriculum integration revealed that there is a strong policy framework in place to support the integration of environmental education into the curriculum in the Philippines. The K-12 Basic Education Curriculum, in particular, includes provisions for the integration of environmental education across subject areas and grade levels. However, there is a need for greater emphasis on the implementation and monitoring of these policies to ensure that they are being effectively implemented in schools.
In terms of challenges to the integration of environmental education and community service learning in the curriculum, research has identified several barriers. One common challenge is the lack of resources and support for teachers and schools to effectively integrate environmental education into their curriculum. Another challenge is the need for greater collaboration between schools and community partners to ensure that service learning projects are meaningful and impactful.
Overall, the findings of this review of related literature suggest that community service learning can be an effective approach to integrating environmental education into the curriculum, and that there is a strong policy framework in place in the Philippines to support this integration. However, there are challenges that need to be addressed, such as the need for greater resources and support for teachers and schools, and the need for greater collaboration between schools and community partners. Further research is needed to explore these challenges and to identify strategies for addressing them in order to promote effective integration of environmental education and community service learning in the curriculum.
Discussion
The findings of this review of related literature highlight the potential benefits of integrating community service learning into the environmental education curriculum. The studies reviewed consistently demonstrate that this approach can lead to improved academic outcomes, enhanced environmental awareness, and greater engagement with civic responsibility and community development. Moreover, the policy framework in place in the Philippines provides a strong foundation for this integration, with specific provisions for the integration of environmental education across subject areas and grade levels.
However, there are also challenges to be addressed in the implementation of this approach. A lack of resources and support for teachers and schools can make it
difficult to effectively integrate environmental education into the curriculum, and can limit the extent to which community service learning is used to enhance learning outcomes. Additionally, greater collaboration is needed between schools and community partners to ensure that service learning projects are meaningful and impactful.
One way to address these challenges is to provide greater resources and support for teachers and schools. This might include professional development opportunities for teachers, funding for service learning projects, and support for the development of curriculum materials and lesson plans. Additionally, closer collaboration between schools and community partners can be facilitated through the establishment of partnerships and the development of joint projects that align with both school and community goals.
Despite these challenges, the potential benefits of integrating community service learning into the environmental education curriculum make it a valuable approach to consider in the Philippines. By promoting greater awareness of environmental issues, encouraging civic responsibility, and promoting community development, this approach has the potential to make a significant contribution to sustainable development in the country. Further research is needed to explore the challenges and opportunities associated with this approach, and to identify strategies for effective implementation and monitoring of the policy framework in place. With concerted effort and investment, it is possible to realize the full potential of community service learning as a means of enhancing environmental education and promoting sustainable development in the Philippines.
In addition to the aforementioned findings, it is important to recognize that the success of integrating environmental education through CSL is highly dependent on the cooperation and involvement of the community partners. As highlighted by some of the studies, community partners play a crucial role in providing students with meaningful and authentic service learning experiences that are grounded in the community's needs and priorities. Involving community partners in the planning and implementation of environmental CSL projects can help to ensure that the projects are relevant, effective, and sustainable. This not only benefits the students but also creates a sense of ownership and responsibility towards the environment among the community members.
Furthermore, while the review of DepEd orders revealed several policies and guidelines related to environmental education, there is still a need for more comprehensive and specific guidelines that address the integration of environmental education through CSL. This is particularly important given the potential benefits of this pedagogical approach in promoting environmental awareness, civic engagement, and academic learning among students.
Another point to consider is the need for adequate resources and support for the successful implementation of environmental CSL projects. Several studies emphasized the importance of providing adequate funding, training, and support for teachers, students, and community partners to ensure the successful integration of environmental education through CSL. Without these resources and support, it can be challenging to create and sustain effective environmental CSL projects.
In conclusion, the findings from this review highlight the potential of integrating environmental education through community service learning as an effective approach for promoting environmental awareness, civic engagement, and academic learning among students. However, the success of this approach is highly dependent on the involvement and cooperation of community partners, the development of comprehensive guidelines, and the provision of adequate resources and support for teachers, students, and community partners. These findings have implications for policymakers, educators, and stakeholders involved in the development and implementation of environmental education policies and programs.
Conclusion
In conclusion, this meta-analysis of various reviews of related literature focused on environmental education, service learning, curriculum integration, and the Philippines reveals that community service learning (CSL) can be an effective approach to enhancing environmental education in schools. By integrating environmental education into the curriculum through CSL, students can gain practical experiences and develop the knowledge, skills, and attitudes necessary to become responsible and engaged environmental citizens.
The analysis of DepEd orders related to environmental education curriculum integration shows that there is a growing recognition of the importance of environmental education in the Philippines. These orders provide guidance and standards for integrating environmental education into the curriculum at different levels of education. However, the implementation of these orders is still limited, and more efforts are needed to fully integrate environmental education into the curriculum.
Based on the findings of this study, it is recommended that the DepEd should take a more proactive approach to implementing environmental education curriculum integration. This can be achieved by providing more training and resources for teachers to effectively integrate environmental education into their teaching practices. The DepEd can also collaborate with community partners and organizations to develop and implement environmental CSL projects.
Furthermore, further research is needed to explore the impact of environmental CSL on student learning and behavior towards the environment in the Philippine context. This can be achieved by conducting longitudinal studies that follow students
over time and measuring the long-term effects of environmental CSL on their environmental attitudes and behaviors.
In conclusion, this study highlights the potential of environmental CSL as a promising approach to enhancing environmental education in the Philippines. With proper implementation and support, environmental CSL can contribute to building a more sustainable and environmentally responsible society.
Limitations and further studies
Limitations
This study has some limitations that should be acknowledged. First, the study relied solely on a review of related literature and DepEd orders, without conducting any empirical research. While this approach provides a comprehensive overview of the topic, it may not capture the nuances and complexities of actual classroom practices. Second, the review focused only on English-language sources and may have missed relevant studies in other languages. Third, the review was limited to the Philippines context and may not be generalizable to other countries or contexts.
Further studies
There are several directions for further research on the topic of environmental education, service learning, and curriculum integration in the Philippines. First, empirical research is needed to explore the actual implementation and effectiveness of DepEd orders related to environmental education curriculum integration. This could involve case studies of schools that have implemented environmental service learning projects or surveys of teachers and students about their experiences with environmental education. Second, research is needed to investigate the role of community partnerships in facilitating effective environmental service learning. This could involve interviews with community partners about their experiences working with schools or surveys of students and teachers about the impact of community partnerships on their learning. Third, research could explore the impact of environmental education on student outcomes beyond just environmental knowledge and attitudes. For example, research could investigate the relationship between environmental education and academic achievement or social and emotional development.
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