Mapping Teachers’ Environmental Attitude, Engagement, and Education Practices in South Sudanese Schools

Abstract

This study examines the relationship between teachers’ level of environmentalism and their pedagogical practices across South Sudan, using a survey conducted among 254 primary school teachers in the Yei and Juba counties of Central Equatoria State, South Sudan. Through a statistical analysis of the survey data and use of relevant theory, the findings reveal pro-environmental attitudes and engagement among teachers; however, these are more focused on context-bound environmental issues, unlike in Western countries, where more abstract types of environmentalism often dominate engagement. At the same time, the survey identifies education practices as rather teacher-centred, combined with a focus on motivating learners towards environmental education, which we interpreted as caring for the learners. This indicates a paradoxical combination: a talk-and-chalk practice combined with learners’ wellbeing. Therefore, the teachers’ responses do not represent a coherent and consistent pedagogical position. Furthermore, the relationship between environmental engagement and pedagogy is positive but weak, suggesting that pro-environmental attitudes only partly translate into learner-centred teaching. In contrast, strong correlations were found between environmental engagement and teachers’ efforts to motivate and support pupils. Thus, the study contributes to the understanding of context-bound environmentalism and the attitude–pedagogy gap within a resource-based, post-conflict educational setting.