‘Learners’ knowledge of environmental education in selected primary schools of Tshwane north district, Gauteng province’
Open accessAbstract
This study focused on determining the level of environmental education knowledge and skills among primary school learners in South Africa under the National Curriculum Statement Grades R-12. Environmental education is important in the promotion of sustainable environmental conservation, and reducing negative effects which are caused by adverse climatic conditions. We used qualitative approach for data collection from eight primary schools located North Tshwane District of Gauteng province through interviews and observations. The sample comprise teachers, the learners and non-teaching staffs working in the schools. The findings from interviews suggest that the curriculum offers learners adequate environmental education knowledge in the Social Science and Natural Science subjects. Similarly, results from observations show, from visual sights of the surroundings of the schools, that the school compounds have gardens, tree nurseries and tree plantations, and clean environment around the school compound. In conclusion, learners are provided with adequate environmental education knowledge and they are able to contribute towards maintaining clean environments and conservation in their communities.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Challenges persist in translating environmental education policy into impactful practices, particularly in urban schools where resource constraints and competing priorities hinder effective implementation.
“However, challenges persist in translating policy into impactful practices, particularly in urban schools where resource constraints and competing priorities hinder effective implementation (Manaka and Maile, 2021).”
From Nurturing environmental awareness: how high school students in Johannesburg are shaping a greener future (2025) · cites this paper as Manaka and Maile, 2021
Resource limitations, inadequate teacher training and insufficient community involvement are major barriers to effective environmental education implementation.
“Studies indicate that resource limitations, inadequate teacher training and insufficient community involvement are major barriers to effective environmental education implementation (Manaka and Maile, 2021; Mashaba et al., 2022).”
From Nurturing environmental awareness: how high school students in Johannesburg are shaping a greener future (2025) · cites this paper as Manaka and Maile, 2021
Prior studies have successfully employed qualitative approaches, including case studies, to assess environmental awareness and practices among students, validating the method's effectiveness in similar contexts.
“Additionally, prior studies (for example, Fayyaz et al., 2023; Manaka and Maile, 2021; Mashaba et al., 2022) have successfully employed qualitative approaches, including case studies, to assess environmental awareness and practices among students, further validating the method’s effectiveness in similar contexts.”
From Nurturing environmental awareness: how high school students in Johannesburg are shaping a greener future (2025) · cites this paper as Manaka and Maile, 2021
Cited by
Sorted by citations
Parayiwa, S. P., & Shabalala, N. P. (2025) · International Journal of Development Education and Global Learning · doi:10.14324/ijdegl.17.1.02 · Cited by 2 · see citing works
- Authors
- J., M. M., & S., M.
- Venue
- Journal of Environmental Impact and Management Policy
- Publisher
- HM Publishers
- Published
- 2021-12-18
- Issue
- 21
- Pages
- 1-12
- ISSN
- 2799-113X (ISSN-L)
- OpenAlex
- W4312546816
- Cited by
- 1
- References
- 0
- Citations by year
- 2025: 1
- FWCI
- 0.00
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Locations
- Journal of Environmental Impact and Management Policy (publishedVersion)
- Topics
- Physical Sciences › Environmental Science › Management, Monitoring, Policy and Law › Environmental and sustainability education
- Physical Sciences › Environmental Science › Management, Monitoring, Policy and Law › Environmental Sustainability and Education
- Physical Sciences › Environmental Science › Management, Monitoring, Policy and Law › Environmental Education and Sustainability
- Keywords
- environmental education, elementary school students, student knowledge, National Curriculum Statement, social sciences curriculum, natural sciences curriculum, school gardens, tree nursery, environmental protection
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
