Environmental Education for Sustainability in Basic Schools: A Case of Mbeere North Sub-County, Embu County, Kenya.

Abstract

This study investigated Environmental Education for Sustainability (EES) in basic education schools within Kenya’s Mbeere North Sub-County. The area is a semi-arid region facing environmental threats including deforestation, soil erosion, erratic weather patterns and recurrent prolonged droughts. Despite the integration of Environmental and Sustainability Education (ESE) in Kenya’s Competency-Based Education (CBE), implementation in rural, resource-constrained contexts remains limited. The study was guided by four objectives: (i) to assess the extent of EES integration in basic education schools; (ii) To ascertain the effectiveness of environmental education programs in cultivating students' environmental knowledge, sustainable behaviors, and practical skills; (iii) to analyze challenges hindering effective implementation of environmental education; and (iv) to determine the mediating role of socio-economic factors in the relationship between environmental education and sustainable development. Data was collected using mixed-method research design through structured questionnaires, semi-structured interviews, and focus group discussions. Stratified random sampling was used to select students and teachers, while purposive sampling targeted school administrators and education officers. Quantitative data were analyzed using descriptive and inferential statistics, whereas qualitative data was analyzed thematically. Findings revealed a sharp decline in student participation in EES from junior (41.4%) to senior levels (22%), with 78% of teachers prioritizing examinable subjects due to limited training and resources. Only 12% of schools had recycling bins, and 65% lacked clean water access. Socio-economic status significantly influenced sustainability outcomes (R² = .63, β = .504, p = .024), with low parental involvement and reliance on subsistence farming cited as major constraints. The study concludes that enhancing EES requires systemic reform through teacher capacity building, infrastructural investment, pupil-centered approach, curriculum innovation, and community engagement. These findings offer actionable pathways for strengthening environmental literacy and resilience in Kenya’s arid regions.