Science Teachers’ Knowledge, Attitudes, and Practices on SDGs in Science Instruction
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Abstract
This study investigated the knowledge, attitudes, and practices (KAP) of secondary science teachers in integrating the Sustainable Development Goals (SDGs) into science instruction within the framework of Education for Sustainable Development (ESD). Using a descriptive survey design with supplementary qualitative data, 28 junior high school teachers from public schools in Iligan City, Philippines were purposively selected. Data were collected through a validated KAP questionnaire and analyzed using descriptive statistics and thematic analysis. Findings revealed that teachers demonstrate high knowledge, particularly in environmental aspects of sustainability, but show moderate understanding of SDGs as an interconnected global framework. Teachers exhibited very positive attitudes, reflecting strong commitment to sustainability and learner-centered values. While practices were generally high, integration was predominantly contextual and environmentally focused rather than interdisciplinary and systems-oriented. Qualitative findings highlighted gaps in sustainability competencies, including systems thinking and action-oriented pedagogy, as well as structural constraints such as limited training, resources, and institutional support. The study concludes that strengthening teacher competencies and providing sustained systemic support are essential for achieving meaningful and holistic SDG integration in science education.
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