QUESTION 1

1.1.

According to the IUCN (1971), environmental education is the process of

recognizing values and clarifying concepts to develop the skills and
attitudes necessary to understand and appreciate the interrelatedness
among humans, their culture, and their biophysical surroundings. It also
includes practicing decision-making and developing personal codes of
behavior concerning environmental quality.

1.2.

The shift from nature studies to environmental education began with a

growing interest in nature, which led to the study of animals, plants, and
other species. In the late 19th to early 20th century, this took the form of
outdoor or nature studies focused on experiencing, investigating, and
appreciating nature. This eventually led to conservation education, which
emphasized the need to protect biodiversity through initiatives such as
wildlife conservation and nature reserves. Over time, attention shifted
further to include concerns about negative human–environment
interactions, particularly the harmful effects of industrial development, as
highlighted in influential works like Rachel Carson’s Silent Spring (1962).
This broader perspective gave rise to environmental education

1.3.

The holistic environment refers to an inclusive view of the environment

that recognizes both natural and human-made elements. It acknowledges
that humans are an integral part of the environment, and includes:

Biophysical components – natural elements such as air, water, land, and

living organisms.

Social components – relationships, communities, and cultural practices.

Economic components – production, consumption, and resource

management.

Political components – decision-making processes, governance, and power

structures.

1.4.

The four major interrelated components of environmental education are:

Awareness, real-life situations, conservation and sustainable.

1.5.
The Tbilisi Principles can help teachers make learners more aware of the
environment in the classroom. Teachers can use different subjects
together—like Geography, Life Orientation, and Natural Sciences—to show
how environmental issues affect our lives. Learners can take part in real
projects like recycling, planting gardens, or cleaning up their school.
Teachers should also help learners think critically and solve problems by
talking about real issues like pollution and climate change. Lastly, learners
should be involved in choosing some of their activities so they feel more
responsible for helping the environment.

QUESTON 2

2.1. The Millennium Development Goals (MDGs), launched in 2001,

focused primarily on addressing extreme poverty and basic human needs
by 2015. Environmental sustainability was only one of the eight goals, and
education for sustainability was not emphasized in a holistic way.

In contrast, the Sustainable Development Goals (SDGs), adopted in 2016

as part of the 2030 Agenda, offer a broader and more integrated
framework. They recognise the interconnectedness of environmental,
social, and economic issues. Education for Sustainable Development (ESD)
is directly included in SDG 4 (Target 4.7) and is seen as a key tool to
achieve all 17 goals.

2.2.

Sustainability is defined as meeting the needs of the present without

compromising the ability of future generations to meet their own needs. It
involves a balance between environmental protection, social
development, and economic growth.

To contribute to sustainability in the classroom, one activity I could do with

my learners is a school recycling project. This involves teaching learners
how to sort waste into categories such as paper, plastic, and cans, and
placing recycling bins in different areas of the school. Learners would be
responsible for collecting and sorting recyclables, as well as keeping
records of how much is collected. This activity helps reduce waste,
encourages responsible consumption, and promotes environmental
awareness.

Another activity is creating a school food garden. Learners can grow

vegetables using sustainable methods like composting and water-saving
techniques. They would take part in all stages of the process—planning,
planting, watering, and harvesting. This hands-on activity teaches
learners about food security, environmental care, and healthy eating,
while also connecting them to the natural world and promoting local food
production.

2.3.

The Anthropocene is a period where humans have become the main force
changing the Earth's systems. This has serious effects on sustainability,
because human activities like pollution, deforestation, and climate change
are damaging the environment faster than the Earth can recover. The idea
of the Anthropocene shows us that the future of the planet depends on
how humans act today. For environmental education, this means teaching
learners about the causes and consequences of human actions on nature.
It also means helping them understand how to live more sustainably by
using fewer resources, protecting biodiversity, and reducing waste.
Environmental education in the Anthropocene must go beyond the
classroom and involve real-life actions that help protect the planet for
current and future generations.

2.4.

Environmental education plays an important role in helping people

understand the link between their actions and the environment. It teaches
learners how to live in a way that protects nature and supports goals like
reducing poverty, saving water, and fighting climate change. Through
environmental education, learners become more aware of global issues
and are encouraged to act responsibly, for example by recycling, saving
energy, or planting trees. It also supports quality education (SDG 4) by
helping learners think critically and solve real-life problems. Environmental
education brings schools, families, and communities together to take
action, which supports partnerships for the goals (SDG 17). In this way,
environmental education helps build a greener and more sustainable
future for everyone.

QUESTION 3

3.1.

The different learning styles mentioned in environmental education are:

Auditory Learners: Prefer learning through listening to verbal

presentations or discussions. They focus on the tone, pitch, and pace of
delivery to interpret meaning.

Visual Learners: Learn best through sight, needing visual aids such as
diagrams, videos, and facial expressions to understand content.
Tactile Learners: Learn through hands-on activities and physical
exploration of the environment. They engage best with outdoor learning
and active participation.

3.2.

The concept of multiple intelligences suggests that intelligence is not a

single general ability but a combination of different types of intelligences
that help individuals succeed in various areas. Howard Gardner proposed
eight types of intelligence: visual-spatial, verbal-linguistic, logical-
mathematical, bodily-kinaesthetic, musical-rhythmic, interpersonal,
intrapersonal, and naturalistic. These intelligences highlight that each
person has strengths in different areas, and one intelligence is not more
important than another. In Environmental Education (EE), this theory is
particularly useful as it encourages teachers to incorporate diverse
teaching methods that cater to the different intelligences. For example,
visual learners might benefit from diagrams and nature videos,
naturalistic learners can engage in outdoor activities like nature walks or
conservation projects, and bodily-kinaesthetic learners may thrive through
hands-on experiments. By recognizing and catering to multiple
intelligences, EE teachers can create a more inclusive and engaging
learning environment, allowing all students to connect with environmental
issues in ways that align with their unique abilities.

3.3.

To accommodate diverse learning styles in an environmental education

lesson, I would use a variety of teaching methods to ensure all learners
are engaged. For auditory learners, I would include verbal explanations,
discussions, and storytelling about environmental issues. For visual
learners, I would use pictures, videos, charts, and diagrams to illustrate
concepts such as pollution or ecosystems. Tactile and kinaesthetic
learners would benefit from hands-on activities like planting trees,
collecting litter, or participating in nature walks. These activities allow
learners to physically engage with the content. By combining these
approaches, I can create a lesson that supports different learning styles
and helps all learners understand and connect with environmental topics.

3.4.

To apply the principles of multiple intelligences, I would design a "Save

Our School Garden" project to address environmental issues such as
pollution and waste. Naturalistic learners would identify harmful waste
around the garden and suggest eco-friendly solutions. Bodily-kinaesthetic
learners would physically clean the area, plant trees, and set up compost
bins. Visual-spatial learners could design posters and infographics to raise
awareness about pollution. Verbal-linguistic learners would write
persuasive speeches or poems to present in assembly. Logical-
mathematical learners could collect data on waste types and analyse the
results. This activity caters to different intelligences while teaching
learners to care for and protect the environment.

3.5.

Diverse learner needs can greatly affect the effectiveness of

environmental education programs. If teaching methods do not cater to
different learning styles, such as visual, auditory, or kinaesthetic, some
learners may struggle to understand or engage with the content.
Language barriers, physical disabilities, or cultural differences can also
limit participation if not addressed. This reduces the impact of
environmental education and may exclude some learners. To improve
effectiveness, educators must use varied teaching methods and inclusive
strategies that support all learners. By doing so, environmental education
becomes more accessible, engaging, and meaningful for everyone.

QUESTION 4

4.1.

In this lesson on sustainable waste management for Grade 10 learners,

the three pillars of sustainable development—environmental, social, and
economic—are integrated to provide a holistic understanding of
sustainability. Learners begin by discussing visible waste issues in their
community, then work in groups to investigate the impact of waste on the
environment (e.g. pollution), society (e.g. health and living conditions),
and the economy (e.g. recycling and job creation). Each group presents
their findings, and the teacher helps link the three perspectives to show
how they are interconnected. The lesson concludes with a class discussion
on practical solutions and individual reflections on the importance of
addressing environmental issues through a balanced and sustainable
approach.

4.2.

To develop a project proposal using the Concentric Circles Model of

sustainable development, I would focus on a local issue such as illegal
dumping. In this model, the environment forms the core, supported by
social systems, with the economy as the outer layer.

Firstly, I would define the main environmental issue, which is pollution and
degradation caused by illegal dumping in the area. The goal would be to
clean and rehabilitate affected areas to protect natural ecosystems.
Secondly, I would involve the social dimension by engaging the local
community through awareness campaigns, clean-up events, and
educational workshops. This step ensures that people understand the
problem and are willing to participate in finding solutions.

Thirdly, I would address the economic layer by promoting recycling

businesses, waste sorting cooperatives, or the production of eco-bricks as
a source of income. These economic activities would be built around the
improved environmental conditions and supported by community
involvement.

The project proposal would include clear objectives, a step-by-step plan,

community roles, timelines, resources needed, and a sustainability
strategy to ensure long-term success. This approach ensures that all three
pillars of sustainable development are addressed in an integrated manner.

4.3.

A strong strategy to integrate Indigenous Knowledge Systems (IKS) into

the environmental education curriculum would begin with collaborating
with local elders and indigenous community members. These individuals
possess valuable traditional knowledge about the environment, such as
sustainable farming, seasonal patterns, and biodiversity conservation.

Lessons could include storytelling and oral history as teaching methods,

where elders share how their communities have interacted with nature for
generations. Practical activities, such as nature walks, herbal garden
creation, and water conservation practices, would give learners hands-on
experience of IKS in action.

The curriculum would also include comparative learning, where learners

evaluate modern scientific methods alongside indigenous approaches,
fostering mutual respect and deeper understanding.

Finally, assessments would allow learners to reflect on how IKS contributes

to sustainability and environmental ethics, ensuring that cultural identity
and heritage are preserved while promoting environmental stewardship.