Key Stage III Geography Students’ Environmental Knowledge: A Mixed-Methods Study

Key Stage III Geography Students’ Environmental Knowledge: A Mixed-Methods Study

Karma Rinzin* Chumey Higher Secondary School (Bhutan)
Lobzang Cheki Chumey Higher Secondary School (Bhutan)
Rinzin Dorji Jakar Higher Secondary School (Bhutan)
Sonam Gyeltshen Chumey Higher Secondary School (Bhutan)
Tashi Dendup Yangchengatshel Higher Secondary School (Bhutan)
In recent decades, the world has experienced escalating global environmental crises resulting from widespread environmental degradation. The magnitude of this degradation underscores the urgent need to foster environmental knowledge, particularly among school children, who represent the future leaders and custodians of our planet. In Bhutanese school education, environmental education primarily takes place within the geography curriculum. Therefore, this study aims to assess the level of environmental knowledge among students in Key Stage III within the Bumthang district. To achieve this goal, the study employed an explanatory sequential mixed-methods design. Two hundred Key Stage III students participated in the survey, and 32 students were purposefully selected for four focus group discussions. Descriptive analysis was employed to analyze the quantitative data, while the qualitative data underwent coding and identification of emerging themes. The findings of this study indicate that students possess a low level of environmental knowledge. This low level of environmental knowledge is attributed to a lack of motivation in learning, the use of the same teaching strategies, and limited information in the text. Hence, efforts should be made to enhance motivation, diversify teaching strategies, and highlight the need for curriculum reforms to enhance students’ environmental knowledge.
Environmental knowledge
Environmental education
Geography curriculum
teaching strategies.

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