Level of Commitment to Green Education Standards: A Descriptive Study from the Perspectives of School Teachers

Abstract

With the development of education across generations, the need for modern educational models that take into account environmental and social dimensions has emerged, leading to the emergence of the concept of green education as a new trend that promotes sustainable development. This study aims to explore the availability of green education practices in schools from the perspective of teachers in the Damascus and Rural Damascus governorates. The descriptive approach was used in the research, and a questionnaire was developed to measure indicators of green education in the school environment. A total of 484 male and female teachers from various schools and educational stages were surveyed. The research tool included topics related to technology integration, environmental awareness, resource management, and infrastructure supporting green education. The study results showed a general decline in the level of green education availability, with the most prominent challenges being the weak integration of technology into education, the spread of environmental illiteracy, the weak ability to manage resources, and the lack of necessary infrastructure. The results also revealed statistically significant differences in the availability of green education according to the variable of technological experience in favor of teachers with high levels of experience, while no differences were found according to the variables of academic qualification, or the location and type of school. The study recommends strengthening infrastructure and technology, integrating green education concepts into curricula, building community environmental awareness, adopting unified educational policies, and developing a flexible assessment system that takes into account the requirements of sustainable environmental education.