Assessing Senior High School Students’ Awareness of Sustainable Development Goals in a Philippine STEM School
This study examines senior high school students’ awareness and integration of the Sustainable Development Goals (SDGs) within a Philippine STEM school context. Employing a quantitative descriptive design, the research used a structured survey to assess students’ self-reported SDG knowledge, informat...
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| Format: | Article |
| Language: | English |
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ICASE
2025-03-01
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| Series: | Science Education International |
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| Online Access: | https://www.icaseonline.net/journal/index.php/sei/article/view/1147 |
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| author | Jericho Padilla Jerile Mae Casimiro Carlo Amigable |
| author_facet | Jericho Padilla Jerile Mae Casimiro Carlo Amigable |
| author_sort | Jericho Padilla |
| collection | DOAJ |
| description | This study examines senior high school students’ awareness and integration of the Sustainable Development Goals (SDGs) within a Philippine STEM school context. Employing a quantitative descriptive design, the research used a structured survey to assess students’ self-reported SDG knowledge, information sources, subject penetration, and the impacts on personal lives and career planning, culminating in the development of an Education for Sustainable Development (ESD) model. Findings reveal that formal education is the predominant source of SDG awareness, yet students show limited understanding of the SDGs’ temporal and geographic scopes. While subjects such as STEM Research, Social Science, Science Elective, and Science Core exhibit robust SDG integration, disciplines like Mathematics demonstrate significant gaps. Furthermore, path analysis indicates that both self-reported knowledge and information channels play a crucial role in shaping learning outcomes, personal engagement, and future career choices – results that underpin the development of a comprehensive Education for Sustainable Development model. These outcomes advocate for the adoption of innovative, cross-curricular pedagogical strategies, and enhanced career guidance programs to more effectively align sustainability education with national strategic frameworks and prepare students for sustainability-driven professional pathways. |
| format | Article |
| id | doaj-art-db9723a398bb469c812c392c9b0f6521 |
| institution | OA Journals |
| issn | 2077-2327 |
| language | English |
| publishDate | 2025-03-01 |
| publisher | ICASE |
| record_format | Article |
| series | Science Education International |
| spelling | doaj-art-db9723a398bb469c812c392c9b0f65212025-08-20T02:10:13ZengICASEScience Education International2077-23272025-03-01361354710.33828/sei.v36.i1.4Assessing Senior High School Students’ Awareness of Sustainable Development Goals in a Philippine STEM SchoolJericho Padilla0Jerile Mae Casimiro1Carlo Amigable2Department of Science and Technology, Philippine Science High School – Ilocos Region Campus, San Ildefonso, Ilocos Sur, Philippines1 Department of Science and Technology, Philippine Science High School – Ilocos Region Campus, San Ildefonso, Ilocos Sur, Philippines, 2 Graduate School, Mariano Marcos State University, Laoag City, Ilocos Norte, PhilippinesCollege of Medicine, University of the Philippines Manila, Manila, PhilippinesThis study examines senior high school students’ awareness and integration of the Sustainable Development Goals (SDGs) within a Philippine STEM school context. Employing a quantitative descriptive design, the research used a structured survey to assess students’ self-reported SDG knowledge, information sources, subject penetration, and the impacts on personal lives and career planning, culminating in the development of an Education for Sustainable Development (ESD) model. Findings reveal that formal education is the predominant source of SDG awareness, yet students show limited understanding of the SDGs’ temporal and geographic scopes. While subjects such as STEM Research, Social Science, Science Elective, and Science Core exhibit robust SDG integration, disciplines like Mathematics demonstrate significant gaps. Furthermore, path analysis indicates that both self-reported knowledge and information channels play a crucial role in shaping learning outcomes, personal engagement, and future career choices – results that underpin the development of a comprehensive Education for Sustainable Development model. These outcomes advocate for the adoption of innovative, cross-curricular pedagogical strategies, and enhanced career guidance programs to more effectively align sustainability education with national strategic frameworks and prepare students for sustainability-driven professional pathways.https://www.icaseonline.net/journal/index.php/sei/article/view/1147awarenesseducation for sustainable developmentpath analysissustainabilitysustainable development goals |
| spellingShingle | Jericho Padilla Jerile Mae Casimiro Carlo Amigable Assessing Senior High School Students’ Awareness of Sustainable Development Goals in a Philippine STEM School Science Education International awareness education for sustainable development path analysis sustainability sustainable development goals |
| title | Assessing Senior High School Students’ Awareness of Sustainable Development Goals in a Philippine STEM School |
| title_full | Assessing Senior High School Students’ Awareness of Sustainable Development Goals in a Philippine STEM School |
| title_fullStr | Assessing Senior High School Students’ Awareness of Sustainable Development Goals in a Philippine STEM School |
| title_full_unstemmed | Assessing Senior High School Students’ Awareness of Sustainable Development Goals in a Philippine STEM School |
| title_short | Assessing Senior High School Students’ Awareness of Sustainable Development Goals in a Philippine STEM School |
| title_sort | assessing senior high school students awareness of sustainable development goals in a philippine stem school |
| topic | awareness education for sustainable development path analysis sustainability sustainable development goals |
| url | https://www.icaseonline.net/journal/index.php/sei/article/view/1147 |
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