Journal of Environmental Treatment Techniques

Published date: Sep 30 2025

Journal Title: Journal of Environmental Treatment Techniques

Issue title: Journal of Environmental Treatment Techniques: Volume 13, Issue 3

Pages: 197 - 209

DOI: 10.18502/jett.v13i3.19311

Ahmad Reza Hassanshaaliahmadrezashaali@gmail.comPrincipal of the First Level of Secondary Education, Alavi Educational and Cultural Complex, Shiraz

Shila GhalandariGhalandarishila@gmail.comExecutive Vice Principal, Alavi Educational and Cultural Complex, Shiraz

Sara Hashemi Fards.hashemifard@urmia.ac.irEducational Vice Principal of the First and Second Levels of Secondary Education, Alavi Educational and Cultural Complex, Shiraz

Amirreza Talaieamirtkh@yahoo.comPars Abnoos Sanat Aria Consulting Engineers Company, Shiraz

Environmental protection has become one of the world’s top priorities. The increasing consumption of natural resources and the overproduction of waste have become serious threats to human health and the balance of ecosystems. Schools, as key educational institutions, play an essential role in raising a generation that is aware of and responsible for environmental issues. Teachers, as role models for students, can lead the way by teaching and promoting a culture of energy saving and proper waste management. This makes them central figures in shaping students’ sustainable behaviors. In this study, the awareness, attitudes, and practical actions of teachers regarding energy consumption reduction and waste management were assessed. Data were collected using a structured questionnaire, whose validity and reliability were confirmed by expert reviews and statistical tests. A total of 39 teachers from different educational levels participated in the study. The collected data were analyzed using descriptive statistics, the independent t-test, one-way ANOVA, and Spearman correlation analysis. The results showed that female teachers had more positive attitudes toward environmental issues compared to male teachers. In addition, teachers with more years of teaching experience were more active in practical environmental actions. A significant positive correlation was found between teachers’ environmental awareness and their real-life behavior. However, the study also revealed a noticeable gap between teachers’ positive attitudes and their actual environmental actions. This gap is likely due to structural limitations and a lack of resources. This research highlights the need for targeted training programs and institutional support to strengthen the role of teachers in environmental education. The findings can help policymakers and school administrators design effective programs to improve environmental practices in schools.

Keywords: environmental education, energy saving, waste management, teachers’ behavior, sustainable schools

[1] Uralovich, K.S., et al., A primary factor in sustainable development and environmental sustainability is environmental education. Caspian Journal of Environmental Sciences, 2023. 21(4): p. 965-975.

[2] Dehghani, M.H., G.A. Omrani, and R.R. Karri, Solid waste—sources, toxicity, and their consequences to human health, in Soft computing techniques in solid waste and wastewater management. 2021, Elsevier. p. 205-213.

[3] Shah, A.V., et al., Municipal solid waste as a sustainable resource for energy production: State-of-the-art review. Journal of Environmental Chemical Engineering, 2021. 9(4): p. 105717.

[4] Casmana, A.R., et al., Global citizenship: preparing the younger generation to possess pro-environment behavior, mutual assistance and tolerance awareness through school engagement. Globalisation, Societies Education, 2023. 21(1): p. 15-32.

[5] Altassan, A., Sustainable integration of solar energy, behavior change, and recycling practices in educational institutions: a holistic framework for environmental conservation and quality education. Sustainability, 2023. 15(20): p. 15157.

[6] Azizi, M., et al., A comparative study of media literacy curriculum policy in the education system of developed countries and Iran. Iranian journal of educational sociology, 2021. 4(1): p. 176-185.

[7] Seddighi, H., et al., Non-formal disaster education programs for school students in Iran: A qualitative study of the challenges experienced by stakeholders. International Journal of Disaster Risk Reduction, 2023. 86: p. 103531.

[8] Pietrapertosa, F., et al., An educational awareness program to reduce energy consumption in schools. Journal of cleaner production, 2021. 278: p. 123949.

[9] García-Fortes, M.Á., et al., Are Future Teachers Involved in Contributing to and Promoting the Reduction of Massive Waste Generation? Sustainability, 2024. 16(17): p. 7624.

[10] López-Alcarria, A., et al., Water, waste material, and energy as key dimensions of sustainable management of early childhood eco-schools: An environmental literacy model based on teachers action-competencies (ELTAC). Water, 2021. 13(2): p. 145.

[11] Alkaher, I., D. Goldman, and I. Aram, An environmental and sustainability education center in Israel as a “street-level policy entrepreneur” for promoting teachers as change agents for sustainability. Environmental Education Research, 2024. 30(10): p. 1684-1709.

[12] Janmaimool, P. and J. Chontanawat, Do university students base decisions to engage in sustainable energy behaviors on affective or cognitive attitudes? Sustainability, 2021. 13(19): p. 10883.